College hiring

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<ul><li> 1. Effective Strategies for Hiring the Best New College Faculty Dr. Mary C. Clement Berry College, Georgia [email_address]</li></ul> <p> 2. Topics for this seminar </p> <ul><li>How to</li></ul> <ul><li>- write an accurate job description </li></ul> <ul><li>- create evaluations for applications </li></ul> <ul><li>- use behavior-based interviewing </li></ul> <ul><li>- get the most from preliminary interviews. </li></ul> <p> 3. Additional skills </p> <ul><li>Learn how to </li></ul> <ul><li>- prepare for on-site interviews </li></ul> <ul><li>- evaluate candidate answers </li></ul> <ul><li>- make strong final recommendations regarding hires</li></ul> <p> 4. High Stakes College Hiring </p> <ul><li>New faculty must teach, publish, and serve the institution. </li></ul> <ul><li>A weak new hire hurts the departments reputation and costs time and money. </li></ul> <p> 5. A strong new hire </p> <ul><li>can actually raise the morale of colleagues. </li></ul> <ul><li>re-invigorates the program and attracts students.</li></ul> <p> 6. When we interview, we tend to give more consideration to a candidates </p> <ul><li>A.previous publications and research </li></ul> <ul><li>B.teaching expertise </li></ul> <ul><li>C.past service to an institution </li></ul> <ul><li>D.We consider each of the three areas listed above equally. </li></ul> <p> 7. A blueprint for hiring the best </p> <ul><li>Effective hiring practices may not just happen. </li></ul> <ul><li>Search committees can be productive and democratic. </li></ul> <p> 8. Everyone involved in hiring needs training </p> <ul><li>Faculty and department chairs are subject matter specialists, not human relations or personnel specialists. </li></ul> <ul><li>Legal issues exist. </li></ul> <p> 9. 1.Write an accurate job description </p> <ul><li>Envision the new position </li></ul> <ul><li>Information rich description </li></ul> <ul><li>Truth in advertising </li></ul> <p> 10. What to include? </p> <ul><li>All duties </li></ul> <ul><li>Tenure track or not </li></ul> <ul><li>Any criteria that will be used to sort the candidates </li></ul> <p> 11. Polling question </p> <ul><li>The college seeks an accomplished, motivated, enthusiastic, and energetic candidate.</li></ul> <ul><li>Which of the following would best replace the phrase in quotes? </li></ul> <p> 12. </p> <ul><li>A.a qualified candidate </li></ul> <ul><li>B.a candidate with an earned terminal degree in (specify subject area) </li></ul> <ul><li>C.a candidate with three to five years of teaching experience </li></ul> <ul><li>D.a candidate with research experience </li></ul> <p> 13. 2.Create an evaluation for the paperwork </p> <ul><li>Checklist for criteria listed in job description </li></ul> <ul><li>Rating scale for cover letter and letters of recommendation </li></ul> <p> 14. Why sort applications carefully? </p> <ul><li>Expenses of bringing candidates to campus </li></ul> <ul><li>Past behavior is a predictor of future performance. </li></ul> <p> 15. 3.Use behavior-based interviewing (BBI) strategies </p> <ul><li>BBI is based on the premise that past behavior is the best predictor of future performance.</li></ul> <ul><li>This premise is useful for sorting applications and all aspects of the interview process. </li></ul> <p> 16. Examples of the BBI premise </p> <ul><li>Will a candidate who has held four different jobs in the last five years stay at your institution very long? </li></ul> <ul><li>Will a candidate who has been in three separate tenure-track positions without earning tenure be able to get tenure? </li></ul> <p> 17. What are red flags? </p> <ul><li>unaccounted for gaps in education or employment </li></ul> <ul><li>a series of short-term employments </li></ul> <p> 18. 4.Preliminary interviews </p> <ul><li>take place over the phone, or via the Internet. </li></ul> <ul><li>are short interviews at professional conferences. </li></ul> <ul><li>can be critical to narrowing candidate pools. </li></ul> <p> 19. Create BBI-style questions for preliminary interviews </p> <ul><li>The committee needs to create five to eight questions to be used with every candidate and the evaluation instrument for evaluating answers. </li></ul> <p> 20. Sample questions </p> <ul><li>Describe your past teaching experiences as specifically as possible. </li></ul> <ul><li>Describe an individual lesson that you have taught and why it went well. </li></ul> <p> 21. Ask about research and writing </p> <ul><li>Tell us about your past research. </li></ul> <ul><li>How have you shared your research professionally?</li></ul> <p> 22. Ask about service/professionalism </p> <ul><li>How have you served an institution or the profession in the past? </li></ul> <ul><li>Tell us about committee work you have completed. </li></ul> <p> 23. Dos and do nots </p> <ul><li>Do not ask vague questions, such as tell us about yourself. </li></ul> <ul><li>Do ask the candidate about their interest in the institution.</li></ul> <p> 24. Do not ask questions that cant be evaluated </p> <ul><li>Create the evaluation instrument before the very first preliminary interview. </li></ul> <ul><li>Use the same questions and the same instrument with each candidate. </li></ul> <p> 25. Information rich questions </p> <ul><li>An information rich question tells the interviewer about the institution, and the job, and then elicits a response. </li></ul> <ul><li>These questions help to recruit and retain hires.</li></ul> <p> 26. 5. Prepare for on-site interviews </p> <ul><li>Prepare all who are involved with on-site interviews about interview protocol. </li></ul> <ul><li>Illegal questions </li></ul> <p> 27. Which is not an illegal question? </p> <ul><li>A.We have a great elementary lab school.Do you have children? </li></ul> <ul><li>B.You look familiar.Havent I seen you at my church?</li></ul> <ul><li>C.What a pretty piece of jewelry.Tell me about it. </li></ul> <ul><li>D.All are illegal questions. </li></ul> <p> 28. No one can ask about</p> <ul><li>age, gender, race, or national origin. </li></ul> <ul><li>religion, family, or disabilities </li></ul> <p> 29. Small talk is not small talk </p> <ul><li>Interviewers may not ask a follow-up question even when a candidate volunteers information about family, religion, etc. </li></ul> <ul><li>Support staff and students involved in interviews need to know about illegal questions and small talk. </li></ul> <p> 30. Keep open interviews on track </p> <ul><li>Create and provide a handout about protocol and illegal questions. </li></ul> <ul><li>Make an announcement before any open interview about protocol. </li></ul> <p> 31. Formal on-site interviews </p> <ul><li>The search committee prepares a list of questions in advance. </li></ul> <ul><li>The questions and evaluation instrument are in front of interviewers for each candidate. </li></ul> <p> 32. Structure the questions </p> <ul><li>Use BBI-style prompts. </li></ul> <ul><li>Tell about a time when </li></ul> <ul><li>How have you </li></ul> <ul><li>Describe how you have </li></ul> <p> 33. Questions need to be specific </p> <ul><li>Example: </li></ul> <ul><li>Much has been written about teaching a foreign language with the total immersion approach.What has been your experience with this approach? </li></ul> <p> 34. To discuss with your group now </p> <ul><li>What is an effective question that you have used, or hope to use?</li></ul> <p> 35. Allow candidates to ask questions </p> <ul><li>Candidates questions can be insightful. </li></ul> <ul><li>They may show how much the candidate knows about the institution. </li></ul> <ul><li>Has the candidate done his/her homework? </li></ul> <p> 36. How much consideration do you give to the question, Why do you want to work here? </p> <ul><li>A.very much consideration </li></ul> <ul><li>B.average consideration </li></ul> <ul><li>C.very little consideration </li></ul> <ul><li>D.We would not ask this question of a candidate. </li></ul> <p> 37. 6.Prepare for evaluation of answers </p> <ul><li>Consider PAR </li></ul> <ul><li>Problem </li></ul> <ul><li>Action </li></ul> <ul><li>Result </li></ul> <p> 38. Example </p> <ul><li>What experience have you had teaching unprepared college students to be successful? </li></ul> <p> 39. Answer </p> <ul><li>Problem:As a teaching assistant, I </li></ul> <ul><li>Action:I always used rubrics to explain grading and gave examples in class. </li></ul> <ul><li>Result:I learned to teach students the expectations for college work. </li></ul> <p> 40. STAR is similar </p> <ul><li>Situation </li></ul> <ul><li>Task </li></ul> <ul><li>Action</li></ul> <ul><li>Result </li></ul> <p> 41. Discuss answers needed by candidates </p> <ul><li>Committee members may have very different opinions regarding criteria of a good answer. </li></ul> <ul><li>Discuss these issues in advance. </li></ul> <p> 42. Rate these answers </p> <ul><li>You will hear a candidates answer to the question, Describe how you have typically taught a lesson. Rate the answer on a scale of unacceptable to excellent answer. </li></ul> <p> 43. </p> <ul><li>A.unacceptable answer / no experience with topic </li></ul> <ul><li>B.acceptable answer / limited experience </li></ul> <ul><li>C.strong answer / some experience </li></ul> <ul><li>D.excellent answer / much experience </li></ul> <p> 44. 7.Making final recommendations </p> <ul><li>Hiring must be more than a gut feeling </li></ul> <ul><li>Use the evaluations to make a more objective decision. </li></ul> <p> 45. Questions for discussion </p> <ul><li>Many committee members tend to evaluate candidates on non-measurable criteria. </li></ul> <ul><li>Is the candidate nice/pleasant? </li></ul> <ul><li>Is the candidate a happy person? </li></ul> <p> 46. Be careful with touchy feely </p> <ul><li>Should the candidate demonstrate life satisfaction?</li></ul> <ul><li>Do you want this person teaching your child as a college professor? </li></ul> <p> 47. Offering the position </p> <ul><li>Make the offer a true invitation. </li></ul> <ul><li>People like to feel recruited and wooed.</li></ul> <p> 48. Good hiring practice can lead to retention </p> <ul><li>What do candidates really want? </li></ul> <ul><li>They want their expectations met (or exceeded).</li></ul> <p> 49. When the position is offered </p> <ul><li>Clarify the job description.</li></ul> <ul><li>Specify any additional or non-traditional duties. </li></ul> <ul><li>Make salary and benefit issues clear. </li></ul> <p> 50. Retention is important </p> <ul><li>Departments and programs need continuity. </li></ul> <ul><li>Students want professors who are available throughout their years on campus. </li></ul> <p> 51. Key points </p> <ul><li>All who participate in hiring need training in how to evaluate paperwork, write questions, and make decisions. </li></ul> <ul><li>All need training with regard to legal issues. </li></ul> <p> 52. What works </p> <ul><li>The creation of structure for the hiring process, combined with training, will create a fair process that identifies and recruits the best new faculty members. </li></ul>


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