California State University, Fullerton

Recruitment Guide

Published by Human Resources June 2006

2

TABLE OF CONTENTS

I. INTRODUCTION II. EQUAL OPPORTUNITY AND NONDISCRIMINATION Affirmative Action Accountability III. PLANNING THE RECRUITMENT PROCESS Recruitment Plan and Advertising Job Analysis and Selection Criteria

CSU Classification and Qualification Standards Compensation Qualifications

Essential Screening Criteria Preferred

CSEUEU Article 9.2 and Preferences Screening Applications IV. INTERVIEW PROCESS Interview Criteria

Preparation for the Interview Interview Questions Tips for the Interviewer Setting the Stage/Interview Agenda V. REFERENCE CHECKS/BACKGROUND INVESTIGATIONS Right to Privacy and Right to Know The Reference Call

Background Investigations VI. FINAL SUMMARY OF APPLICANT

3

VII. DOCUMENTATION OF THE RECRUITMENT PROCESS VIII. THE OFFER

Determining the Salary Making the Offer

IX. ORIENTATION OF NEW EMPLOYEE

The First Day of Employment The First Week of Employment

4

I. INTRODUCTION

As one of Orange County’s major employers, California State University, Fullerton (CSUF) we are a comprehensive, regional university with a global outlook, located in Orange County, a technologically rich and culturally vibrant area of metropolitan Los Angeles. Our expertise and diversity serve as a distinctive resource and catalyst for partnerships with public and private organizations. We strive to be a center of activity essential to the intellectual, cultural, and economic development or our region. We have more than 3,500 academic and staff employees are working at CSUF. These men and women contribute each day to fulfilling the University's mission in teaching, research, and public service in a setting where different cultures and backgrounds flourish. CSUF's institutional commitment to excellence and diversity is an important tradition and a part of every manager's responsibility. In today's environment, the challenge for many managers is to hire and retain quality workers from a richly diverse population. Many of us who are confronted with the task of hiring are not fully familiar with the complexity of laws and regulations governing selection, nor are we expected to be in the face of changing business and regulatory environments. This guide cannot answer every question about selection, but it does offer some sound practical guidelines for hiring the most qualified candidate for the job while meeting the University's objectives for excellence and diversity.

5

II. EQUAL OPPORTUNITY AND NONDISCRIMINATION

Federal and state laws, regulations, and court decisions are the external forces that have had significant impact on the employment function, including selection. The vision of these laws and regulations has been to encourage societal change in the work place by prohibiting discrimination and recognizing that the reality of our culturally diverse population and immigration patterns provide a work force of diverse accents, behaviors, communication styles, dress and talents. The federal laws are a product of the Civil Rights era, a period beginning in the sixties and continuing to the present. The federal agencies with responsibilities for enforcing equal opportunity consolidated the laws and regulations into a single document entitled "The Uniform Guidelines on Employee Selection Procedures." The Guidelines require employers to use "job-relatedness" and "business necessity" as the basis for employment decisions and the definitions and standards contained therein made sweeping changes in human resource practices for all employers, and are accepted as standard in today's business environment. Equal opportunity and nondiscrimination protect the rights of specific groups based on:

race (including racial harassment) color religion marital status national origin ancestry sex (including sexual harassment) sexual orientation disability (mental and physical including HIV and AIDS) medical condition (cancer and genetic conditions) status as a Vietnam-era veteran or special disabled veteran age citizenship (within the limits imposed by law)

Affirmative Action Affirmative action, as established by Executive Order 11246, applies to all employers with 50+ employees who receive $50,000 or more in federal contracts or grants. The Executive Order obligates these employers to have an affirmative action plan in hiring and promoting qualified minority and female employees. A later revision of the order added goals and a timetable to the employer's plan. Affirmative action for disabled individuals, disabled veterans and Vietnam-era veterans are mandated by the Vocational Rehabilitation Act of 1973 and the Vietnam Era Veteran's Readjustment Assistance Act of 1974, respectively.

6

The enforcement authority for affirmative action was assigned to the Office of Federal Contract Compliance Programs (OFCCP). This agency within the Department of Labor oversees federal contractors and is empowered to investigate employment practices; investigate complaints; issue rules and regulations; cancel, terminate, or suspend contracts; and bar employers from entering into additional contracts. Cal State Fullerton is a recipient of federal contracts and grants. CSUF's Affirmative Action Plan (AAP) is a collaborative effort of the Vice Presidents, Deans, Human Resource Services and the Office of Diversity and Equity Programs. Within this plan, CSUF hiring authorities are accountable for using a non-discriminatory selection process and making decisions that facilitate the attainment of affirmative action goals and objectives. Proposition 209 banned the use of race and gender in the state’s employment practices. This initiative also contained an exemption that allows actions that are strictly necessary to establish or maintain eligibility for federal or state funds, where ineligibility would result in a loss of federal or state funding. As an Employer of Choice, CSUF has emphasized outreach and continued implementing equal employment opportunity throughout its’ employment policies, procedures and practices. Accountability Hiring authorities are accountable for:

a nondiscriminatory process, compliance with laws and policies, and exercising sound judgement.

Keeping these principles in mind at each decision point will reduce the chance of violating any EEO guidelines and ensuring that job-relatedness as well as business necessity are the basis for selecting the best qualified person for the job.

7

III. PLANNING THE RECRUITMENT PROCESS Successful selection starts with a conscious and deliberate hiring plan that considers the University's goals for excellence and diversity. Having a plan provides direction for reaching a nondiscriminatory selection decision by laying out the foundation for an open and consistent set of procedures. Elements of this plan are:

Establishing a recruitment plan outlining outreach activities that will enhance efforts to obtain a skilled and diverse pool.

Preparing a position description of the essential qualifications and job responsibilities, that is

supported by a thorough job analysis. Implementing a nondiscriminatory selection process using clear measurable selection

standards and a structured interview format conducted by well-informed interviewer(s).

Using a standard interview format for all candidates to ensure consistency and fairness in the treatment of candidates.

Evaluating each candidate by using a methodology that matches qualifications to measurable

standards before comparing candidates to make the selection decision, and

Involving all stakeholders in the process to give greater depth and breadth to the data gathering process.

Recruitment Plan and Advertising

The recruitment plan contains marketing strategies that enable the campus to cast a wide net in order to attract qualified applicants from a broad spectrum of job seekers. These strategies should target applicants who can meet both skills and diversity objectives. To achieve these objectives the University announces staff vacancies on the Human Resource Services website, the CSU wide website, HERC and Higher Education jobs.org and disseminates a weekly job list to several hundred regional entities and websites. Departments may elect to supplement these efforts by advertising in print, broadcast and electronic media. There are specialized publications and electronic resources that reach diverse audiences and these resources should be utilized as needed.

8

Job Analysis and Selection Criteria

The position description is based on a thorough job analysis that identifies the functions, responsibilities, tasks, activities and essential qualifications required for successful performance. CSUF's approach to this process is to use skills, knowledge and abilities (SKA's) that the employee must possess and be able to perform successfully once placed on the job. While SKA’s allow greater flexibility in describing position specifications, they are not as quantifiable as the more common practice of using years of experience and education. During the recruitment, use the essential/minimum requirements to advertise/outreach and screen resumes. The statements of skills, knowledge and abilities should be specific, measurable, and not arbitrarily restrictive as to be a barrier to open access. Use technical terms, metaphors, or acronyms only if it is meaningful to the population of potential applicants, and not only to those inside the organization. Examples of SKA and task statements:

Public Contact: Ability to use tact; operate multi-line phone system; explain

procedures clearly to visitors.

Flexibility: Ability to vary behavior according to the situation; able to reassess priorities; ability to recommend new ideas when needed.

Word processing: Use MS Word and functions such as merge, pagination, layout

and macros to prepare forms, correspondence and non-technical reports.

Advanced Word Using graphics, cutting and pasting and importing and exporting Processing Skills: functions to prepare manuscripts in a WP windows environment.

Problem-solving: Trouble shoot organizational problems: identify correctly and

respond appropriately to key people and key issues, define problems and identify central issues, sort and weigh consequences of alternatives.

CSU Classification and Qualification Standards

These are the official written statements that define the class and the responsibilities, typical duties, and minimum qualifications for the positions included in each class. These standards provide typical and normative standards for classification of positions. These standards may be accessed through the CSU Human Resources website: http://www.calstate.edu/hr.standards.

Compensation Managers should work directly with Human Resource Services Recruiter and their Vice President to establish a compensation range for the position. Establish a salary range that considers market forces, the position’s classification, and equity with other employees in the department.

9

Qualifications

Essential Qualifications/Criteria Essential qualifications are statements of the skills, knowledge and abilities that the employee must possess in order to perform the job satisfactorily and with minimal training at the time of placement. Essential qualifications are provided in the Classification and Qualification Standards. Depending on the classification, these qualifications may also include education, license, or certificate requirements. Essential qualifications do not imply a lower or lesser hiring standard. Clear statements of the essential qualifications are used for outreach purposes and screening of applicants.

Suggested Essential Qualifications/Criteria All requirements must be job-related and a business necessity. Quantifiable requirements include those factors that can be measured in number of years or answered by a Yes or No. Two examples of these types of criteria include education (high school, vocational/technical certification, college degree in a specific field or job-related experience (having previously performed exact or similar tasks/duties/responsibilities). Skills, knowledge and abilities (SKA's) include typing, filing, receptionist, multi-line telephones, customer service, policy interpretation, supervision, detail-oriented, ability to lead others, interpersonal communication skills, conflict management, mediation, report writing, working with technical concepts, computer skills (hardware/software, trouble-shooting, repair).

Preferred Qualifications, Issues and Concerns A preferred qualification is a skill, knowledge or ability that is determined to be, overall, very important to successful performance in the position. While it may not be a task or activity that is performed on a daily basis, it may be the most crucial skill, knowledge or ability in executing the more complex or technical facets of the job.

The skill, knowledge or ability (SKA) will be given additional consideration when making selection decisions from among otherwise equally qualified applicants. For example, in an interview pool where everyone has met the essential qualifications, those that have the preferred qualifications will receive “preference” over the others.

CSEUEU, Article 9.2 and Preferences

It is the policy of the CSU in filling vacant positions in the CSEA classifications (Bargaining Units 2, 5, 7 and 9) to fill such vacancies from among qualified individuals currently employed at the campus (CSUF). Qualified on-campus employees will be given preference over otherwise equally qualified non-CSU employees.

10

Using the Applicant Screening Form in conjunction with the advertised criteria/essential qualifications, the hiring authority or interview panel screens the resumes to identify a qualified pool of applicants for interview. If the initial qualified pool is too large to interview, use additional SKA's only if it will not negatively impact diversity. Alternate procedures can be used, such as using a supplemental questionnaire or requesting copies of job-related work products (writing samples, reports, spreadsheets, brochures, etc.). Applicants should be given advance notice if any alternate methods will be used as part of the selection process. To maximize screening effectiveness, all members of the screening committee must understand and have clear measurable statements of the position requirements.

Human Resources conducts a review of the Applicant Screening Form to assure that there has been consistency in the screening process and gives approval to have the recruitment move onto the Interview process. The hiring authority or the interview panel will forward the Interview questions and Interview schedule to Human Resource Services prior to the actual interviews for review.

IV. INTERVIEW PROCESS

The interview is part of the overall selection process. The goals of the interview are to expand the information provided on the resume, collect new job-related information, and determine the candidate's "fit" to the job. Job–relatedness and business necessity are the main standards used to determine the lawfulness of any selection procedure used by employers. Validation is the demonstration of job-relatedness of a selection procedure. The EEOC’s Uniform Guidelines on Employee Selection Procedures recognize the same three validity strategies approved by the American Psychological Association. These three strategies are criterion-related validity, content validity and construct validity.

Criterion-related Validity - a statistical demonstration of a relationship between scores on

a selection procedure and job performance of a sample of workers.

Content Validity – a demonstration that the content of a selection procedure is representative of important aspects of performance on the job.

Construct Validity – a demonstration that (a) a selection procedure measures a construct

(something believed to be an underlying human trait or characteristic, such as honesty) and (b) the construct is important for successful job performance.

The University uses criterion-related selection procedures (testing) only in limited circumstances and only when validation studies have been conducted. In developing lawful interview questions managers should use the concepts above as guides by asking:

Is there a direct relationship past or present between the criteria to job performance? Is the content of this question related to important aspects of performance on the job?

11

Is this human trait or characteristic representative of important aspects for successful job

performance?

Preparation for the Interview · Select interviewers for their ability to add value to the selection decision.

Interviewers are stakeholders in the final outcome and should understand the job and its requirements and know the organization's hiring objectives. Unit four requires that a representative from the bargaining unit sit on the interview panel.

• Formulate an interview format to provide direction to the interview, elicit as much information as possible, and make the most effective use of time.

• Allow time for an interview schedule that puts no pressure on you or the candidate. Prepare the candidate by providing information about parking, location, length of the interview, and the name(s) and title(s) of interviewer(s). Indicate that the full job description will be available before the interview, and will be available in HR at any time prior to the interview.

• Arrange for quiet and privacy with no interruptions during the interview. It is just as important for the interviewer to make a good impression as it is for the candidate.

Interview Questions Prepare questions that are linked to each of the key criteria. Develop questions that ask about past job behavior, are open-ended and neutral. Be prepared to ask follow-up questions especially to draw out more information from less verbal interviewees. All interview questions must be approved by Human Resource Services in advance of the actual interviews. The purpose of this review is to ensure fairness, job-relatedness of questions, and compliance with applicable equal employment opportunity laws. The American with Disabilities Act (ADA) places some special conditions on employers during the interview stage in addition to providing reasonable accommodation to applicants in the application, interview and employment process. The law prohibits precluding an applicant from consideration if he or she can perform the essential functions of the job with or without reasonable accommodation. Although disabilities are broadly defined, temporary conditions that do not interfere with major life activities are usually not covered.

Reasonable accommodation means that job functions must be identified as essential or marginal, and only essential functions and the SKA’s associated with them can be considered in the selection process. Consequently, interview questions should solicit responses based on the result or outcome rather than on the method used to arrive at the result. Examples of acceptable questions are contained in the Human Resource Services Confidential Library.

12

As a service to the University, this library of pre-approved questions is made available to hiring departments by Human Resource Services at the time a search is initiated. The questions are not housed on Human Resources ' WEB homepage--this prevents access to this confidential information by candidates. This collection is organized by job classification (e.g., ASA II, Information Technology Consultant, Student Services Professional II or by functionality and skill/knowledge/ability such as: Computer Skills, Customer Service, Interpersonal Communication Skills).

Tips for the Interviewer The interview is a two-way business conversation to exchange information and to determine if there is a fit between the position and the candidate. Some suggestions: Hold all calls and do not allow interruptions. Establish an uncritical environment. The interview is the time to gather, not evaluate the

information.

Give a brief overview of the process to establish an understanding of what will take place. Use the "road-map" approach as a guide for both the candidate and yourself.

Listen, listen and listen! Ideally, the interviewer should talk no more than 20% of the

time. Combine good listening with good use of questions and comments. Remember that as long as you are talking, you are not learning about the candidate.

Prepare open, neutral and behavioral key questions covering the essential functions.

Cover each area using follow-up technique to probe, reflect and summarize.

Use paraphrasing to clarify and expand on the candidate's responses. Begin with phrases such as "you said before . . ." or "You gave me an example of a time

when . . ." or "let me see if I got this right . . . "

Use comments to show interest, encourage conversation and move the interview forward without falling into a question and answer interrogation. Example: "That's

interesting . . . " or "I see . . ." or "Why don't you elaborate on that a bit . . ."

Question the answer! Seek contrary information to confirm or correct your first impressions. If the candidate recites an accomplishment, follow up by asking "Tell me about an occasion when things did not go well", or "What did you learn from that experience?"

Control the direction of the interview. If the candidate strays from the topic, redirect the

interview by waiting for a pause and say "thank you, I think that answers my question," or "with time so short it will be valuable to move to another subject"

Use silence. Candidates may bridge a silence with useful information. Encourage candor and honesty by not evaluating the information during the interview.

13

To encourage honesty, ask for the name of someone who will speak to the topic. For example, if the candidate said she always meets her deadlines, ask, "Whom can I speak with regarding those deadlines?"

Jot down key words during the interview for later reference. Do not write evaluative comments in the candidate's presence.

• Do not discourage the candidate.

Setting the Stage/Interview Agenda

• Hold all telephone calls. Do not allow interruptions during the meeting.

• Allow time for the candidate to review the full job description before the interview. Explain the road-map to the candidate.

--"We like the information you provided about yourself and would like to learn more about your experiences as it relates to this job. We will have an hour for our meeting." --"Let me explain the agenda for today."

--"I will begin by asking questions about your work experience."

--"We will be concentrating on your work experience, knowledge and skills."

--"As much as possible, we would like to hear about specific examples."

--"As we move along, we may ask you to give me names of persons who know your work in a particular area."

--"So that I will not forget, we will be taking notes as we talk."

--"You will have an opportunity to ask questions and provide additional information at a later point."

• Ask the pre-approved questions.

14

V. REFERENCE CHECKS/BACKGROUND INVESTIGATIONS

Reference checks are normally conducted after the interview on the final candidate to confirm information already provided by the candidate through the interview and application. Three references are conducted for all external candidates. Immediate supervisors are the preferred source of information because they have the best direct knowledge of the candidate's work performance. Hiring managers may conduct the reference check. One of the purposes of a reference check is to protect employers from the growing area of litigation when employers can be held liable if their employee commits acts causing harm to others and the employer knew, or should have known at the time of hire, that the employee had such dangerous propensities. While the employer is not held liable for the act itself, the employer is liable for its own negligence in hiring or supervising the employee.

Right to Privacy and Right to Know Reference checking is an issue for the supervisor as either the reference requestor or reference provider. The basic issue is the employee's right to privacy versus an employer's right to know. Supervisors must respect the confidentiality of an employee's personnel record against the need to know about a prospective employee's performance history. Those of us with hiring responsibilities are thus placed in the unenviable position of having to balance these two concerns. There are legal precedent and case law that have given employers authority to truthfully disclose an employee's work record in response to a request from a prospective employer. However, there is a risk in doing so if the response is beyond the scope of the request; is not factually correct; implicates the employee in protected activity under labor relations, discrimination, or other laws; or otherwise harms the employee's interest. This potential liability for defamation and invasion of privacy has resulted in the growing practice of providing only the dates of employment and job title in response to reference requests. More recent court decisions have given employers some protection from defamation actions by specifically protecting communication "concerning job performance or qualifications of an applicant for employment, (if the information is) based upon credible evidence, (and made) without malice . . . ". The demand for thorough reference checks will continue to grow as supervisors seek more information about the past performance of prospective employees in order to make better informed selection decisions and reduce costly errors in hiring. The Reference Call Prepare by becoming thoroughly familiar with the information already provided by the Applicant’s Supplemental Application and interview. To facilitate this process for you, HR has developed a Pre-Employment Reference Check Form that contains performance factors (quality/ quantity of work, cooperation/attitude, etc.) and data that must be verified (dates of employment, salary, etc.). This form includes a series of questions regarding the finalist's past performance and asks that the past supervisors and referees to rate the prospective employee using consistent standards.

15

Call for an appointment to speak to the reference by telephone. Once the time is confirmed, send the job description to the reference provider for review. When you make the call, inform the reference provider that you have received consent from the candidate to call and that you will be asking about information that the candidate has provided. A sample introduction is provided below:

"___________ asked us to speak with you regarding information he/she has already shared with us" or "I'm calling to verify information provided by _________".

Initiate the sharing of information by giving an overview of the job, objectives and work environment. Then ask for information contained in the Reference Call Form. Continue to gather information by reading from the supplemental application and the Pre-Employment Reference Check Form asking for comment and confirmation.

If the response is a generality, follow up with a probing question. For example, if the response is "She's the greatest!" Ask, "Why did she leave? What has been less effective since she left?" Follow up on what is unspoken: "Let me see how I can put this.” Then you should follow up by asking; “I sense hesitancy in your voice. Is there a concern?" If the interviewee comment is "I prefer not to comment on that" then ask "Is there someone else who would be able to share information about this?" Background Investigations In addition to reference checks that are inquiries about performance, the selection process includes pre-employment background checks for "critical" positions such as Police Officer that may include investigation into criminal/court records, education, licensing or certification, and department of motor vehicle records. At the beginning of the recruitment, inform the Employment Coordinator about the need for a background check so that it becomes a part of the public notice. A written authorization from the candidate is necessary before a check can be made. The results from the investigating agency are confidential and retained in Public Safety. Hiring Managers are highly encouraged to review personnel files of on-campus candidates for information regarding past and current work performance.

16

VI. FINAL SUMMARY OF APPLICANTS Candidate Interview Evaluation

All data gathered from the resume/application, interviews and reference providers are part of the final summary. This summary should be completed as soon as possible after all the information has been gathered. A fair and consistent summary consists of:

• Having clear, measurable selection standards and using them.

Using set criteria to match each candidate against the selection standard.

• Being aware of and eliminating personal biases such as stereotyping or unsubstantiated first impressions.

Avoiding assessments based on comfort level.

• Carefully articulating measurable worker traits evidenced in the interview or verified by past employers and/or references.

17

VII. DOCUMENTATION OF THE RECRUITMENT PROCESS

Today's business environment requires employers to keep written records of the process and decision. If any part of the recruitment is challenged by the applicant or compliance agencies, having records available enhances the integrity and credibility of your process and enables the campus to support and defend your decision. A complete selection record has the following:

The recruitment plan that identifies the scope of outreach/advertising hiring requirements and selection format.

The instruments used for screening and evaluating applicants, including the criteria used.

• The list of key questions, Interview Evaluation, notes from the interview and the Applicant Screening Form for each person interviewed. If two levels of supervision (immediate supervisor or interview panel and, the next level of administration interviewing an applicant), then both levels must complete the Applicant Screening Forms.

• The notes from the reference call and Pre-Employment Reference Check form. In addition to the above, the applications, employment requisition, posting notice, interview list, and appointment recommendation/administrative clearance forms must be retained as part of the official record.

18

VIII. THE OFFER Determining the Salary Know the market value of the position and the salary you can afford before you negotiate with the candidate. Discuss market value and above minimum placements with HR and your respective Vice President. Establish a placement salary offer that considers the candidate's salary history, market forces, and equity with other employees in the department. Be prepared to confirm the offer in writing after the verbal offer. Making the Offer Confirm the candidate's acceptance in writing with HR. The official appointment offer is prepared by Human Resources. The offer can be prepared for signature of the hiring authority and the oral offer can also be made by that individual using the written offer as a script. The offer contains conditions of employment, salary, eligibility for benefits, and start date. The unsuccessful candidates should be notified as soon as possible after the selected candidate had accepted. A call or letter thanking the candidate for their interest and a brief explanation of the selection and process is sufficient. Human Resource Services will send out the notifications.

19

IX. ORIENTATION OF NEW EMPLOYEE

The First Day of Employment This information is provided as a tool to assist you in orienting your new employee into the workplace. It is not an all-inclusive guide. There may be other items that you want to cover that are not included. This list is designed to help you make the early days of employment productive for you and to ease the new employee’s transition into the work unit you should: Prepare the workstation.

• Schedule time for Employee Sign-In to complete the hire forms, get parking permits, I.D. card, etc.

Inform other employees about the arrival of the newcomer and introduce the employee to co-workers.

• Show him/her the location of the restrooms, food services, copy machine, etc. Schedule private time with the employee to review job description, explain duties and

responsibilities, orient to the unit's mission, facilities, work schedule, breaks, attendance reporting, holidays, vacation policy, payroll dates, training plan, release-time for fee waiver program, etc.

• Review safety procedures, emergency fire and earthquake evacuation procedures, identify smoke monitors, HELP numbers, and any potential hazards present in the workplace which they must understand.

Check the appointment offer and confirm with the employee that he/she is scheduled for the

mandatory new employee orientations to the campus, university benefits programs, student affairs overview, environmental health and safety concerns and IT computer rollout training.

• Make first assignments, describing precisely and carefully what is to be done. Make sure you are available to answer questions.

Communicate that employees are encouraged to take all concerns, questions, or problems related to employment at CSUF to you, their immediate supervisor. Failing resolution of the problem at this level, employees are encouraged to contact the next level supervisor or the Employee Relations Manager.

20

The First Week of Employment Review the various tasks that the employee has learned to do each day and ask if there are any questions or concerns.

• Be sure to review problems and point out solutions and other methods that might be used. Review the position description again, pointing out the priorities of the tasks and set the performance goals for the employee to meet by the first probationary evaluation.

Show the employee the location of all manuals and references, forms, and other office supplies. Explain the process for referencing the manuals and the uses of the various forms and supplies.

• Explain departmental procedures, correspondence standards, approved formats, telephone message procedures, and similar matters.

21