FACULTY
SEARCH PROCEDURES
AND
GUIDELINES
Affirmative Action Office • 2010
Table of Contents
AFFIRMATIVE ACTION AND EQUAL EMPLOYMENT OPPORTUNITY
Affirmative Action Federal affirmative action law requires employers to take positive measures to recruit and employ qualified women and minorities to correct effects of past discrimination. An affirmative action program is a set of specific and result-oriented procedures conducted in good faith to encourage the ideals of equal employment opportunity. Affirmative action is not a quota system and does not give hiring preference to those who are not qualified for positions.
Who are the protected classes covered under Affirmative Action? Black, Hispanic, Asian or Pacific Islander, American Indian or Alaskan Native. Women Vietnam-era, special disabled, recently separated or other protected veterans Persons with disabilities
Will affirmative action result in reverse discrimination?
No. Discrimination based on race, color, religion, national origin, ancestry, sex and age is illegal. Any person has the right to file a complaint if he or she believes an opportunity has been denied because of discrimination. Any form of discrimination conflicts with the intent of Affirmative Action and Equal Opportunity law.
Is affirmative action a form of preferential treatment?
Affirmative action is designed to correct underutilization. It is not designed to prefer minorities and females to the exclusion of other groups. Affirmative action increases levels of diversity by actively finding ways to encourage under-represented groups to apply for vacant positions, such as by placing job postings in publications and via media known to be accessed by target groups, as well as through traditional media. Affirmative action also works to ensure that selection criteria are valid and directly related to job performance, to ensure the suitability of each candidate is evaluated objectively, and potential sources of unfair advantage/disadvantage are eliminated from the process.
Does affirmative action mean lowering standards?
No. Meaningful standards for qualifications and job performance should not be lowered. However, affirmative action does mean changing standards when it is found, for example, that minimum qualifications which screen out a disproportionate number of persons of a certain protected group are unduly stringent, are not job related, or do not predict job performance. Affirmative action also means developing selection strategies which measure the skills required for the job instead of using artificial measurements which serve only to reduce the number of applicants.
Are employers expected to hire the “less qualified” over the “more qualified” to meet affirmative action goals?
No. The fully qualified candidate must always be appointed over one who is less qualified. The job must be offered to the applicant who is judged, against valid, job-related criteria, to be most likely to perform successfully in the position. Employers are not expected to establish any hiring practices that conflict with the principles of sound personnel management and equal opportunity law. When candidates demonstrate equal likelihood of being able to perform successfully, the "best" or "most" qualified applicant may be the one who is most motivated, has demonstrated potential or brings diversity into the workforce. The organization benefits from having the broad representation of ideas, perspectives, experiences and problem-solving approaches that a high level of workforce diversity provides.
Criteria to Avoid as Exclusionary
Affirmative Action Guidelines for the Evaluation of Qualifications
Current federal, state and SUNY directives place responsibility upon the hiring institution – in practical terms, upon the hiring unit – for selecting the best qualified candidate from among those produced by an affirmative action search. These directives warn that the College should “not inadvertently foreclose consideration of the best qualified persons by untested presuppositions which operate to exclude women and minorities.” Job criteria which exclude affected groups are no less discriminatory because the discrimination is hidden or unintended.
Criteria to Avoid as Exclusionary 1) Unstated criteria or criteria so vague as to permit arbitrary and highly subjective application in individual cases. 2) Criteria more rigid or exclusionary than necessary to serve professional and institutional interests. 3) Assumptions that the best candidates come from the “best” schools operate against women and minorities in several ways: many of these “best” schools excluded women and minorities in the past and still admit relatively few; women and minorities are often less able to pay the higher costs of prestigious institutions; marital and family responsibilities sometimes limit women‟s geographical mobility and therefore their ability to seek the “best” schools.
Departments customarily give consideration to maintaining a staff balanced in the representation of various graduate schools, geographical areas, fields of specialization, divergent viewpoints within disciplines, and the like. It is also good educational practice to have staff and students who represent the diversity of affected groups.
Equal Employment Opportunity Federal equal opportunity laws prohibit discrimination on the basis of race, gender, color, national origin, religion, disability, age, marital or veteran‟s status. In addition, New York State agencies are prohibited from discrimination on the basis of sexual orientation. These laws and policies mandate that neither SUNY Cortland nor any of its representatives discriminate in any employment decisions, including recruitment, selection, promotion, compensation, training opportunities, job assignments, disciplinary actions, discharge or any other conditions of employment. Equal opportunity requires the elimination of all existing discriminatory conditions, whether purposeful or inadvertent.
Recordkeeping Retain all records related to the search for four years. At conclusion of the search, all committee members submit their records to the department secretary.
Meeting Minutes Meeting Minutes are to be kept for every search committee meeting. Committee members should rotate the responsibility of taking meeting minutes. If there is a problem with a search or it is challenged in a court of law, the meeting minutes can be very helpful in responding to issues. Minutes should include the names of the members present and major action(s) taken. Deliberations about individual applications should not be included.
Suggested Agenda for the Initial Search Committee Meeting
THE FIRST SEARCH COMMITTEE MEETING At the first meeting of the search committee, the department chair is present and reviews the information numbered below. It is also highly recommended that the person providing administrative support to the search be in attendance at the first meeting. This helps ensure committee members and the administrative support staff member agree on their roles and responsibilities. Reminder: If the administrative support staff member is not present, a member of the committee should be taking meeting minutes.
1.Department chair‟s responsibilities at the first search committee meeting: 1. Review the position‟s major responsibilities, required and preferred qualifications. 2. Provide the search committee with the job description (if it has been created) and advise the committee to share the description with applicants prior to the phone interview stage of the search. 3. Identify and review the major challenges of the position. 4. Review the institution‟s commitment to conducting a search that is fair and transparent and to identifying the most qualified candidates for the position. a. Evaluate candidates solely on the basis of their qualifications not on the basis of who they know b. Do not factor in age, race, religion, sex, national origin, disability, etc. c. Remind the committee that we have made a good faith effort to diversify our applicant pool. Review the advertising plan including where and when the position was advertised. Notify the search committee of any placement goals (see permission to advertise for any goals). 5. Identify a timeline for completion of the search. 6. Mention the starting salary and how it should be conveyed to applicants. 7. Discuss the campus interview agenda – who the candidates will meet and for how long. 8. Introduce the person who will be providing administrative support to the search committee.
Department Secretary/person providing administrative support to the search committee responsibilities at the first meeting: 1. Takes meeting minutes 2. Clarify role/expectations
2. Affirmative Action Search Procedure Training The Affirmative Action Officer (AAO) may attend the first meeting to orient the committee to the College‟s search procedures. The orientation includes on-line employment training and a discussion of search procedure topics such as the role of the search committee members and the hiring manager (department chair), the importance of confidentiality (add link), evaluation of applicants, and writing the recommendation. When there is significant recruitment activity on campus, the AAO may be unable to meet with individual search committees. Instead the AAO will schedule hold training sessions that committee members may register for at their convenience.
Any department chair, secretary and committee member who has not participated in training within the past year is required to attend training.
3. Elect a Chair The search committee chair is responsible for ensuring all tasks of the committee are completed appropriately and according to schedule. A search committee member is qualified to serve as a chair if h/she has served on at least one previous search, is familiar with the College‟s search procedures, is available to devote the time necessary to ensure that the search is successful, and is able to listen to all view points in a diplomatic, impartial and ethical manner. Specific responsibilities appear below in the Roles and Responsibilities section of this manual.
4. Establish a timeline Based on information provided by the chair and the hiring date goal, the committee should establish specific target dates for completing each step of the search process (including target dates for reading applicant folders, conducting phone interviews, holding on-campus interviews…). Meeting dates and times should be established at this time, if at all possible. A Search Committee Timeline Checklist is provided in this manual.
Confidentiality
Confidentiality is critically important to maintaining the integrity of the search process. It should be maintained throughout the entire search process.
Guidelines to Follow Regardless of whether an applicant is internal or external, discussions about individual applicants should not be shared with persons outside the search committee. Do not disclose statements made by search committee members within or outside the confines of a search committee meeting. If there are internal applicants, do not disclose where the search process stands until the internal applicant has been notified. This is most critical when the internal applicant is not invited to campus or is not offered the position. Upon conclusion of the search, committee members should remember to keep all deliberations and discussions of the search confidential. It is potentially harmful if the applicant who is hired learns that h/she was the second or third choice. o Generally, post-interview or committee screening information cannot be discussed or provided to applicants. (i.e., Professional improvement tips, reasons for not qualifying, or any other suggestions for improvement.) If information is requested, please check with the AAO before providing any feedback. Personal, unsubstantiated statements cannot be disclosed.
What can be disclosed? In very general terms search committee members may disclose where the committee is in moving the process along. Again, if there are internal applicants care must be taken to share information carefully and at the appropriate time. When applicants accept invitations to interview on campus, committee members may disclose their names. In accordance with University Counsel‟s directives, an applicant‟s letter of application, cv, list of references, recommendation letters, statement of teaching philosophy, and transcripts may not be released to the campus community without the express written consent of the applicant. Per University Counsel, an applicant‟s letters of application and vita may be placed at the Library Reserve Desk for review by the campus community. Applicant materials should not be sent electronically to the campus community nor should a website be established to post applicant materials.
What if confidentiality is breached? Depending on the nature of the breach, the search committee member may be reminded of the need for confidentiality. In more serious cases, the committee member may be removed from the committee and/or the search failed. Breaches sufficiently severe may be subject to appropriate disciplinary action.
Roles and Responsibilities
The search and subsequent hiring of new faculty involve the coordinated efforts of multiple campus personnel. Responsibilities are highlighted below:
Department Chair Prepare all preliminary paperwork, including the job description (if desired), the position advertisement and the announcement of vacancy (lengthier version of the ad). Submit a request to fill the requisition at https://jobs.cortland.edu/hr. Obtain search information from the dean regarding budget, salary range, meals and lodging, number of candidates, etc. Ensure that a diverse group of applicants are considered by conferring with the AAO regarding placement goals and advertising sources. Form the search committee (as per department policies and procedures, if appropriate. Convene the first search committee meeting. Regularly contact the search committee chair to answer any questions and to see that the search is progressing according to plans. Make appropriate and timely recommendations to the AAO and dean. Meet with all candidates during on-campus interview. If for some unforeseen reason this is not possible, an alternative interview (i.e. phone, conference) should be held. Call candidate to extend a verbal inquiry or designate the department chair.
Search Committee Chair Ensure committee members understand their roles, campus policies, affirmative action, equal employment opportunity, and state and federal non-discrimination laws. If any confusion is observed the chair refers the committee member to the affirmative action officer for guidance. Create a climate of trust and respect. Address conflicts and other issues as they arise. Schedule and plan meetings and agenda items. See that minutes of all meetings are kept. Facilitate the search committee meetings keeping members focused and on task to ensure all agenda items are covered. Monitor committee activity to ensure all tasks are completed appropriately and according to schedule. Contact applicants when the process is delayed. Act as the spokesperson to internal and external constituencies. Obtain advice/problem resolution assistance from the appropriate office, when necessary. Advise the department chair and affirmative action officer if the applicant pool is weak. Make appropriate recommendations in writing to the department chair. Make initial contact with applicants (or delegate to other committee members) to inform them of phone or on-campus interviews. Work with support staff and committee members to develop interview schedules. Attend the open meetings or designate a search committee member to attend and facilitate the open meeting. Delegate tasks, as necessary, to achieve search goals. Ensure all documentation is kept and recorded accurately and submitted to the appropriate personnel at the conclusion of the search. Submit the written recommendation to the affirmative action officer for review.
Search Committee Members Maintain confidentiality with all search committee actions. Be familiar with affirmative action and equal opportunity efforts of the college. Be committed to be involved throughout the search process from beginning to end (i.e. read all applicant folders, conduct reference checks to the tertiary level and fully participate in the on-campus interviews). Be flexible, abide by established timelines and attend all scheduled meetings prepared. Objectively assess applicants based on qualifications. Remember to supplant your own agenda as you are acting on the college‟s behalf. Keep the best interests of the department and the College in mind. Communicate with honesty your opinions and perspective while maintaining professionalism at all times. Act as campus ambassadors for the College. Once consensus is reached by the committee, abide by the decision, even if you do not fully support it.
Deans Office/Provost Office/President‟s Office Communicate all college search procedure policies with the department chairs (i.e. budget, travel, accommodations, meals, interview requirements…). Upon the conclusion of the search, the deans enter into salary negotiations with the applicants when necessary. Be accommodating and flexible with interview schedules. o Deans may interview the faculty applicants depending on their availability. On behalf of the president, the Human Resources Office will issue appointment letters to all hired applicants in a timely manner.
Department Secretary Provide assistance to the department chair in using the online employment system throughout the search process. Work closely with the search committee to provide administrative support. Assist the committee with communication with other campus offices and with the candidates. Keep all candidate materials in an accurate and confidential manner Complete tasks (i.e. sending letters to applicants, scheduling interviews and reference checks, typing reference information, making travel arrangements, preparing meal vouchers) in a timely manner. Collect search committee materials at the conclusion of the search.
Other department members/staff Assist with publicizing the position. Be available to assist the search committee during the on-campus interview (i.e. transporting the candidate around campus or to/from airport). Attend open interview sessions/presentations. Abide by affirmative action and equal employment opportunity law. Ask lawful questions and make comments that are pertinent to the position. Be positive ambassadors of your department and the College during interviews. Provide feedback to the search committee on each interviewed candidate.
The Initial Screening of Applicants
Steps to Follow
1. Create the Screening Criteria Checklist Create a screening criteria checklist/rubric based on the position advertisement and job description to assess the strength of written application materials submitted by applicants. (Note: these checklists may change at each stage of the interview process). Sample criteria checklists are included in this manual.
2. Review Applicant Materials Using the screening checklist, each search committee member should independently review each submitted application and the corresponding application materials (available online) and score according to the checklist/rubric. Committee members should keep notes in their possession until the materials are gathered by the search committee chair at the conclusion of the search. Although most committees use the online employment system and do not print the application materials, some committees continue this practice. If this is the case, no written marks (i.e. circling misspelled words) should be made on any materials supplied by the applicants.
3. Evaluating a Vita When reviewing the applicant materials careful attention needs to be paid to the curriculum vita. A checklist, adapted from Appendix 5-5 of Affirmative Action in Higher Education: A Sourcebook by Lois Vander Waerdt 1997, is provided as a reminder of some of the important items to consider when reviewing a vita. Start at the end of the vita as most people leave the worst for last. Watch for holes or gaps in work history. Watch for the “functional resume” – one that omits dates and only describes experiences and qualifications. It is very important to verify education and employment dates of the applicant. Be wary of applicants with many jobs in a brief time period or too varied an experience or work history. This may point to career confusion, an applicant who is easily dissatisfied or bored. Examine the thoroughness, completeness, and neatness of the application. Check grammar and spelling. Is an appropriate letter of application included? Watch for trivia in the vita. A vita that is puffed up with interests, hobbies, or other accomplishments may indicate a person who is weak in job experience and skill. Look for qualifiers. Does the vita overuse phrases such as “had exposure to,” “assisted with,” “understanding of?” These may reflect lack of actual experience or training. Avoid being misled by applicants who have an extensive education section, listing each course or seminar ever taken. This may be an attempt to cover insufficient training or education. Red flag any negatives. Letters of application or vitaes that reflect bitterness, anger, or passing the buck usually indicate a lack of responsibility or accountability on the part of the applicant. Be careful of what you read into application materials. What is left out or omitted may mean the lack of a skill or qualification or it may mean the applicant is extremely modest about skills or qualities. (For example, homemakers re-entering the job market, people newly terminated or downsized, or older workers in the job market after many years of work with the same employer may lack enough confidence to put themselves forward in the best light; they may, however, make excellent employees.) Watch for repetition. Faculty vitae often list essentially the same work repeated as a presentation at a conference, a book chapter, an article, and an invited presentation. Someone with substantive knowledge in the faculty candidate‟s area of scholarship should evaluate the claimed publications.
4. Discuss applicants After committee members have read all applicant materials, the committee will reconvene and discuss their individual reviews of the application materials. If the applicant pool does not appear to reflect a diverse population of applicants, the committee should contact the department chair and affirmative action officer to discuss additional ways to expand the recruitment efforts. All acceptable candidates should be identified. From that list, develop a short list of acceptable applicants to contact for phone interviews. If only one applicant is found acceptable, additional recruitments efforts may be necessary.
The Internal Applicant Whether the position is faculty, staff, or administrative in nature inevitably there will be internal applicants. Internal applicants are current employees of the college. They present a unique set of circumstances that are closely scrutinized by all involved. There is a tendency for search committees and chairs to treat the internal applicant differently. The guidelines below are an attempt to help search committees avoid showing favoritism or being overly critical.
Regardless of the position and the internal applicant‟s connection to the College, the internal applicant must be treated in exactly the same manner as the external applicant during the screening and interview process. Failure to treat all applicants the same places the College in danger due to potential violations of affirmative action and equal employment opportunity laws.
All applicable interview processes should be applied consistently. The review, selection, interview, elimination, and recommendation processes must be the same for all applicants. Courtesy interviews are unfair, waste search committee members‟ time, and may violate EEO and AA laws. Violations of the law occur when less qualified internal applicants are selected for a phone and/or campus interviews and possibly the position over external applicants.
Guidelines to Follow Search committee members who have a bias either positive or negative against the internal applicant should recuse themselves from serving on the search committee. Apply the same objective criteria to all applicants. If the internal applicant is determined to be less qualified than the “short list” of applicants to interview, do not proceed with the internal applicant‟s candidacy. Should the internal applicant make the “short list,” reference checks must be conducted in the same manner and to the same degree as all other applicants. Search committees should be respectful of the internal applicant‟s unique position. For example, when announcing search progress within departmental meetings and proceeding with phone and campus interviews committees should use discretion. Keep internal applicants as well as external applicants apprised of the search progress in a timely manner. If phone interviews are conducted of external applicants the internal applicant should be phone interviewed too. Do not invite the applicant to a face-to-face meeting even if the applicant works 20 feet away from your office. Ask the applicant the same questions asked of the external applicant. Dining is considered a part of the interview process. Therefore, internal applicants must receive the same number of meals as the external applicant. Internal applicants may drive themselves to the interviews or meet the search committee at restaurants. Do not discuss the internal applicant‟s qualifications with the campus community. Do not discuss any search committee deliberations or individual committee member‟s comments about the internal applicant with the campus community. All deliberations are confidential. Follow the same itinerary for campus interviews but you may dispense with the campus or local tour. However an offer may be extended to the applicants and they have the right to decline the offer. Internal applicants should not meet with or be a part of the interviews with any other applicants. Engage in legal questioning of all internal applicants. During the normal course of business search committee members may interact with applicants. However, search committee members should avoid any discussion of the search with internal applicants. If approached by internal applicants, search committee members should remind the internal applicants it is inappropriate to engage in such conversations.
Structuring the Interview Effective interviews have three parts: an introduction, middle, and conclusion. A skilled interviewer will use each part to gather all necessary information. It is recommended that search committees conduct 30 minute telephone interviews, 60 minute campus interviews, and 30 minute exit interviews. Department chairs should conduct hour long interviews. Support staff, administrative and open meeting interviews generally range from 30 to 60 minutes.
The Introduction The goals of the introduction are to provide an atmosphere of comfort and to explain the interview process. Essential components of a successful introduction include: Introduction of the interviewer(s) and interviewee All interviewers should: . Remember to greet the interviewee by name . Shake hands (if the interview is at a conference or on campus). . When many people are conducting the interview, consider using name tags or name placards to assist the interviewee. Establish rapport – All interviewers should establish rapport. Ask the applicant if he/she had any difficulty traveling to campus or finding the building Touch on some commonalities – the weather or anything else you might have in common as long as it is lawful (See lawful/unlawful questions) Ask the applicant if he/she would like a beverage Explain the process The search committee should: . Provide an agenda . Explain who the applicant will meet . Explain how much time is allotted for each interview . Assign specific questions to interviewers. This provides for a comfortable and relaxed setting. When multiple committee members are firing questions at the same time it creates unnecessary tension. It is acceptable for all committee members to ask follow up questions based on an applicant‟s initial response to a question. The department chair should: . Quickly reiterate how much time is allotted for the interview . Provide a brief overview of the position . Respond to any initial questions the applicant may have
The Middle During the middle portion of the interview it is appropriate to ask questions by topic. Essential features of the mid-section include: Education specific questions Doctorate, graduate, and undergraduate work Verify schools attended and gpa Ask why they chose their course of study Likes/dislikes about their doctorate program Work specific questions Primary job responsibilities covering the last 5 to 10 years Why they left or are considering leaving their employers Likes/dislikes and work responsibility preferences
Ask job specific, transferable and self-management skill questions Use behavior based questions to determine if the applicant possesses key competencies in each of the areas determined to be integral to the success of the person hired into the position
The Conclusion The conclusion is used to outline the next steps in the process. Essential components of the conclusions are: Ask applicants if they have any questions and respond to the questions Use this as an opportunity to “sell” the position and institution to the applicants Thank the applicant for speaking with you Tell the applicant the next steps When a decision will be made (this is the responsibility of the department chair and/or search committee chair) How the applicant will be notified of the decision Reference contact information (if not collected previously) How the applicant may reach you (provide a business card, phone number, and/or email address)
Formulating Questions
A good question is one that encourages the applicant to answer freely and honestly. A bad question is one that inhibits the applicant from answering freely or produces distorted information. The questions you ask and the way you ask them should do two things:
Obtain the information you require. Motivate the applicant to talk freely.
Tips for Formulating Questions Inexperienced interviewers may ask applicants how their peers would describe them, if the applicant were a brick on the wall which brick would h/she be, and if the applicant were in the following situations what would h/she do. These questions do not help the institution identify the best applicants because they do not elicit the information necessary to determine if the applicant‟s knowledge, skills, abilities, and experiences are a fit for the position. Ideally all questions should be created with the job description and position advertisement in hand. Using these instruments, interviewers can identify the key competencies necessary for the position and any gaps in the applicant‟s credentials which need to be further explored and questioned.
Do‟s When Asking Questions Keep the question positively phrased. You are in control of the interview and the applicant will look to you for a lead. Good, clear questions are the best indicator of an interviewer who knows what the interview is about and what objectives are being sought and who is in overall control of the interview.
Prepare in advance a list of questions related to the written job description. Determine as objectively as possible what knowledge, skills, and abilities are necessary to perform the job successfully, and then ask applicants only for information necessary to judge their competence in relation to these job requirements.
Structure the interview so that the same core questions are asked for all applicants. Asking all applicants the same questions will provide a better basis for comparing the applicants during the selection process. While the same core questions will be asked of all applicants, it is understood that additional questions and follow up questions may be needed depending on an applicant‟s unique background and initial responses to questions.
Treat the applicant as an equal. The interviewee will not respond readily to someone whose questions have been framed in a superior or arrogant manner.
Use language the applicant can understand. Achieving mutual understanding should be an essential goal of the interviewer, because without it, little the applicant says will be of any value. Lack of mutual understanding usually (though not always) results from the way the questions have been framed. Be aware of class, cultural, and educational differences.
Ask only one question at a time. Generally, multiple questions or questions with two or more different parts confuse the applicant because they don‟t know which of the two or more questions to answer or they‟ve forgotten all the questions.
Ask questions relevant to the subject matter of the interview. Having planned questions will steer you away from “want-to-know” questions that may be seen as ambiguous and intrusive and keep you in the “need-to-know” realm.
Ask non-sexist, non-racist questions. Questions asked of the applicant should be clearly job-related and should not disproportionately screen out members of minority groups or members of one sex. If a question disproportionately affects a certain group of applicants, it must be shown to be job-related. Furthermore, the question should not be used if it can be reasonably replaced by one that will not disproportionately affect a protected group.
Ask questions that encourage the applicant to answer as fully as possible.
Ask simple, short, straightforward questions. The shorter and simpler the questions the easier it is for your applicant to understand and give you satisfactory answers. If your question is long and complicated you are likely to get a blank stare of incomprehension or an apologetic “I don‟t understand what you are getting at.”
Don‟ts when Asking Questions Avoid leading questions A question such as “Tell us about your research agenda as we need someone who enjoys research and will actively engage in research.” forces a response from the applicant which may not be true. The two objectives of questions are to obtain accurate information and to motivate the applicant to respond freely. A leading question negates both.
Avoid asking many questions that can be answered with a yes/no or one word answer.
Avoid trick questions Avoid loaded questions that are designed to trap the applicant into making admissions they may not wish to make, and are therefore similar to leading questions. You may ask follow up questions that penetrate the rote answers the applicant may be feeding you.
Avoid vague questions What is it you want out of life leads to vagueness. Be more precise such as „Tell us what your career objective is for five years from now.‟ or „What career goals have you set for yourself within the next five years?‟ These will encourage a more thorough and detailed response.
Avoid jargon-loaded questions Adapt language and terminology to the applicant‟s background and experience without being patronizing. Good questions are phrased in terms the applicant can understand.
Refrain from asking sarcastic questions Sarcasm can be injurious. It makes a point: it does not obtain information. It should always be avoided.
Do not ask unlawful questions Asking unlawful questions jeopardizes the institution. A list of unlawful questions is included in this document. Applicants may assert they were discriminated against on the basis on their responses to the unlawful questions.
Avoid hypothetical questions These questions are nothing more than fortune telling. They ask the applicant to tell what they would do if they faced a particular situation. If the applicant has never been in the situation it is unknown as to how they will respond. Any response that is given is likely a canned response.
Do not dominate the conversation. A common error of interviewers is that they concentrate exclusively on the questions they intend to ask and don't hear what the applicant is saying. If you talk as much as 50 percent of the time, you are monopolizing the interview. Ideally, you should talk no more than 20 percent of the time. Your job is to listen and evaluate; as long as you are talking, you are not learning anything about the applicant. Remember the 80/20 rule. The applicant speaks 80 percent of the time and the inteviewer(s) speaks 20 percent of the interview time.
Good Questioning Strategies Decide on the order of your questions in advance Using a script to outline each section of the interview ensures nothing is missed. Include an introduction section including the applicant‟s name, date interviewed, position applying for, and main points to cover. List the questions in order including who will ask the questions. See sample questionnaires included in this manual.
Start with easy questions The goal is to make the applicant comfortable as soon into the process as possible. This disarms the applicant and leads to a greater flow of information. Start with questions about the applicant‟s educational background and choices and general work history. These subjects are generally uncontroversial and most applicants will answer them with ease.
Phrase questions positively If you want the applicant to answer positively and with confidence you must convey an air of confidence. Phrase questions with confidence and conviction, as in „Could you tell me...‟ rather than‟ I wonder if you could perhaps tell me... „.
Move from general to specific. Develop your question strategy in such a way that you outline the general area of your interest then move step by step through the specific aspects you want to discuss.
Exercise tact when asking the hard questions Sometimes applicants do not wish to answer in full or at all. When this happens the use of follow up questions is important. It is not appropriate to engage in a debate or become forceful with the applicant. The purpose of the interview is to get information from the applicant without arguing or turning the interview into a stressful situation.
Types of Interview Questions Clarification Questions – questions you might ask one interviewee and not another. Examples: We couldn‟t tell from your vita whether you designed curriculum yourself or just used curriculum previously designed. Could you tell us exactly what your responsibilities were?
Direct Questions - easy to understand, and are more likely to yield concise answers and specific information. Ask what you want to know. Examples: What were your responsibilities at your last job? Why did you leave each of your previous employers? What classes have you taught and at what level? Have you had advisement responsibilities? How many students?
Open-ended Questions - allow the interviewee to decide how to present an answer, and may reveal information about the interviewee‟s communication skills, ways of organizing information, and the way a candidate perceives work. Examples: Tell us about your work at ABC College. What do you think is the best way to motivate students?
Problem or Situational Based (Fortune-telling) Questions - require an interviewee to analyze a situation and tell you something about how h/she would potentially approach a situation. Examples: Sometimes the position requires collaboration with other faculty. Tell us what you would do if you needed to collaborate with a faculty member who was less than collegial. If you had a student in the classroom who was disruptive what would you do?
Should I ask situational based questions? It‟s okay to ask hypothetical questions, but remember that many people turn out to behave differently than they claimed. You are more likely to get accurate information if you ask a candidate to describe his/her actual experience like, “Tell us about a time when you had to work closely with a colleague who was difficult. What was the situation? How did you handle it? Describe a time when you were instructing a classroom and one of the students was disruptive. What did you do?
Behavioral Based Questions - ask interviewees to recall their actual past behavior in a situation. This helps address the self reporting problems often found with the use of problem or situational based questioning.
The best predictor of future performance is past performance. Ask applicants about what they‟ve actually done, in specific behavioral terms whenever possible. Instead of asking, “Are you a good employee?” ask for specifics: “Tell me about a time when a student was failing and what you did to try and address the problem.” “Describe a time when you felt overwhelmed by your work commitments. What was the situation and what did you do?” Other Examples: Describe a time when a student came to you very upset. What was the situation and how did you respond? Describe a time when you disagreed with the department chair. Tell us about the situation. How did you approach the chair?
Probing Questions - ask the interviewee to tell you more or clarify. Example: Could you explain more about what you mean by “student-oriented leadership”?
Common Interviewer Errors First impression Error – Forming a favorable or unfavorable impression of someone in the first few minutes of the interview, and filtering or distorting information that comes later. We may immediately like charismatic applicants and not notice that they lack specific qualifications for the job. Or, we may decide immediately that we don‟t like the applicants because they failed to make adequate eye contact when shaking hands. The danger is that the applicants are found unsuitable immediately and tuned out for the rest of the interview.
Halo Effect Error – Over generalizing: being so influenced by one striking characteristic that we ignore all others. Rating applicants high overall because the applicants are articulate or rating the applicants low because they are shy.
Contrast Effect Error – The tendency to evaluate someone in comparison with something other than criteria. Evaluating applicants too highly because they interviewed right after a very unqualified applicant, or because they are unlike your last unsuccessful employee.
Negative Information – When trying to distinguish among well qualified applicants, searching for any negative information to disqualify an applicant, and therefore giving undue influence to a negative factor that may not make that much difference in later performance, or just might not have been obvious on another candidate‟s application materials.
Fleeing to Objective Indicators – When faced with difficult decisions among well-qualified applicants, the tendency to search for any information that appears to be “objective.” For example, considering the number of years of experience when it may not be a valid predictor of a person‟s performance.
Similar to Me – Being influenced because the applicant has an experience or characteristic in common with the interviewer. Where a person is from the school they went to
Stereotyping – Usually using common social stereotypes to make assumptions about a person based on group membership. We each have personal stereotypes, based on past experiences: Asians are attentive to details but not assertive. Men don‟t take orders from women. A woman who wears pants to an interview will make bad judgments on the job. Overweight people don‟t care about themselves and will not care about their work. People with southern accents are ignorant, but people with British accents are intelligent.
People who “will fit in well” – Feeling most comfortable with people like us, and thereby screening out diversity of all kinds. It is important to try to distinguish between a valid criterion of “interpersonal skills” from prejudiced judgments of personal style.
Dangers to watch for: Differences in dress, accent, eye contact, degree of formality, assertiveness These characteristics have a different meaning in different cultures and subcultures.
Also watch for gender differences in evaluating “style.” Confident women may be more impressive to women than men. Tentative and friendly women may be more impressive to men than women.
Inferences about Motivation – Assuming that we can know something about an applicant‟s motivation by inference form his or her life circumstances. The candidate “really needs a job.” (This person is more motivated than a person who is not the primary wage earner. A person who is currently commuting long distances is only motivated to avoid the long commute. Avoid “overqualified” judgments. A person who has more than the required qualifications will be bored and will leave just as soon as a better job is available.
Lawful and Unlawful Inquiries Experience has shown that illegal discrimination, intentional or unintentional, may easily occur during the interview process. Unintentional discrimination is considered as unlawful as intentional discrimination. Although state and federal statutes and regulations do not generally speak directly to the job interview, we can extrapolate from them some guidelines that should reduce the chance of conducting interviews that could be found discriminatory.
These guidelines are not intended to prohibit the hiring of qualified candidates for positions. Instead, they are intended to ensure that employers use criteria that are job-related and nondiscriminatory.
Guidelines The conditions surrounding the interview process should be standardized. Attempt to use the same type of setting and freedom from disturbances during the interview and a similar manner of approaching all applicants. Treat all applicants fairly, consistently, and equally. All applicants should be treated alike throughout the interview process.
Don't tell the applicant he or she might not "fit in" because of his or her race or sex. It is illegal not to hire a person because of the preference of co-workers, the employer, clients or customers.
Keep in mind that some people have been refused employment because of age, race, religion, national origin, and sex and that these are therefore sensitive issues.
Don't tell the applicant that his or her opportunity for employment will be determined by the University's need to meet hiring goals. Goals established for the recruitment of women and minorities represent hoped-for results based on good-faith recruiting efforts and fair, job-related selection procedures.
The following table has been added for your convenience and summarizes lawful and unlawful questions. It is intended to help formulate questions which will elicit the legal information needed to make employment decisions. PRE-EMPLOYMENT INQUIRIES: A CHECKLIST EXPLANATION OF LAWFUL/UNLAWFUL QUESTIONS
It is unlawful to ask questions the answers to which will indirectly reveal information as to race, creed, national origin, sex, marital status, parental status, birth control, disability, age or arrest record in cases where such arrest information may not be asked directly. In making rulings, the Division of Human Rights has applied a rule of reason, taking into account the need for the information asked as well as the danger that it will reveal other information that should not be considered in selection.
Subject Lawful Unlawful Comments Name What is your name? Have What was your maiden Questions about an you worked for this name? applicant‟s name that may company under another indicate marital status or name? national origin should be Have you used a name avoided. (such as an assumed name or nickname) the company would need to know to check your previous work and educational records? If so, please explain. Age Are you at least 18 years What is your date of The Age Discrimination in old? birth? What is your age? Employment Act of 1967, Upon employment, all amended in 1986, prohibits employees must submit discrimination against legal proof of age. Can you individuals 40 years of age furnish proof of age? and older. A request for age-related data may discourage older workers from applying. Age data should be collected only when it can be shown to be a bona fide occupational requirement. Race, Ethnicity, and After employment, a What is your race? What Information relative to Physical Characteristics photograph must be taken is your height and weight? physical characteristics of all employees. If Would you please submit may be associated with employed, can you furnish a photograph with your sexual or racial group a photograph? After application for membership. Thus, unless employment, all employees identification purposes? such information can be are required to submit a What is the color of your shown to be related to job physical description (eye, hair? Your eyes? What performance, the hair, height, and weight). language do you information may be Do you read, speak, or commonly use? How did treated as discriminatory. write a foreign language? you acquire your ability to read, write, or speak a foreign language? Religion The employer may state What is your religious Questions that determine the days, hours, and shifts faith? an applicant‟s availability worked. Does your religion keep have an exclusionary you from working on effect because of some weekends? people‟s religious practices.
Questions should be used only if they can be shown not to have an exclusionary effect and are justified by business necessity. Gender, Marital Status, If you are a minor, please What is your sex? Direct or indirect and Family list the name and address Describe your current questions about marital of a parent or guardian. marital status. List the status, children pregnancy, number and ages of your and childbearing plans children. If you have frequently discriminate children, please describe against women and may the provisions you have be a violation of Title VII. made for child care. With whom do you reside? Do you prefer being referred to as Miss, Mrs., or Ms.? Physical or Mental Health* Are you able to perform Do you have any physical A blanket policy excluding these job tasks (attach a list or mental disabilities, disabled persons is of specific tasks to the defects, or handicaps? discriminatory. Where application) with or How would you describe physical condition is a without an your general physical requirement for accommodation? If so, health? When was your employment, employers how would you perform last physical exam? Have should be able to the tasks, and with what you received workers‟ document the business accommodations? Can you compensation or disability necessity for questions on meet the attendance income payments? Have the application form requirements of this job? you any physical defects relating to physical that could preclude you condition. from performing certain jobs? Driver‟s License Do you possess a valid Asking the applicant to A driver‟s license provides driver‟s license? produce the license prior personal information (If the driver‟s license is to the offer of including the date of birth necessary for the position employment. and physical applicant is seeking.) characteristics such as height and eye color. Genetic Predisposition None Do you have any genetic predisposition to disease? Do any diseases run in your family? Inquiries as to the health status of parents or other family members. Sexual Orientation None What is your sexual orientation? What is the gender of your partner? Citizenship** If you are offered and What is your country of Consideration of an accept a job, can you citizenship? Please list applicant‟s citizenship may submit proof of your legal your birthplace. constitute discrimination right to work in the United on the basis of national States? Do you have the origin. The law protects legal right to live and work citizens and non citizens in the United States? with legal authorization to work in the United States from discrimination on the basis of sex, race, color, religion, or national origin. Military Service Please list any specific Please list the dates and Minority service members educational or job type of discharge you have a higher percentage experiences you have received from military of undesirable military acquired during military service. discharges. A policy of service that you believe rejecting those with less would be useful on the job than an honorable for which you are applying. discharge may be discriminatory. This information may discourage minorities from applying for employment. Arrest and Conviction Have you ever been Have you ever been Federal courts have held Records convicted of a felony or a arrested? Have you ever that a conviction for a misdemeanor that resulted been convicted of a felony or misdemeanor in imprisonment? If so, criminal offense? should not automatically what was the felony or exclude an applicant from misdemeanor? (A employment. An conviction will not employer can consider the necessarily disqualify you relationship between a from the job for which you conviction and suitability are applying. A conviction for a job. When questions will be judged on its own are used there should be a merits with respect to statement that factors time, circumstances, and such as age at time of seriousness.) offense, seriousness of violation, and rehabilitation will be considered. Hobbies, Clubs, and Do you have any hobbies Please list any hobbies you Applicant information on Organizations that are related to the job may have. membership in clubs and for which you are making Please list all clubs or other organizations can be application? Please list any organizations in which you discriminatory. If clubs or organizations in are a member. membership is associated which you are a member In what extracurricular with the age, sex, race, or that relate to the job for activities or clubs did you religion of the applicant, which you are applying. participate while in the data may be viewed as While in school, did you school? discriminatory. participate in any activities If questions on club/ or clubs that are related to organizational member- the job for which you are ships are asked, a applying? statement should be added that applicants may omit those organizations associated with age, race, sex, religion, or any other protected characteristic. Education Did you graduate from When did you attend high On average, minority high school? From school? College? members tend to have college? lower levels of education than nonminority group members. Where educational requirements disqualify minority group members at a higher rate than nonminority group members and it cannot be shown that the educational requirement is related to successful job performance, the courts have viewed educational requirements as discriminatory. Credit Rating and Bonding None Do you own your own car? Use of credit rating Do you own or rent your questions tends to have an residence? Have you ever adverse impact on filed for bankruptcy? Have minority group applicants you ever been refused an and women and has been application for bonding or found unlawful in some had your bonding cases. Unless shown to be canceled? job-related, questions on car ownership, home ownership, length of residence, garnishment of wages, etc., may violate Title VII. The federal Bankruptcy Code prohibits discrimination against job applicants who may have been bankrupt. Off-the-Job Conduct None Do you smoke? Do you In general, employers drink alcoholic beverages? cannot inquire into applicants‟ off-the-job conduct unless the conduct is associated with a bona fide occupational qualification or conflicts with the employer‟s primary mission. However, a statement regarding an employer‟s policy for on- the-job- behavior can be included, for example, “Our organization provides a smoke-free work environment for its employees.” Emergency Contact None Please give a name and A requirement to provide address of a relative to be emergency contact notified in case of an information is acceptable emergency. after an applicant is hired.
* It is unlawful to inquire either directly or indirectly, about an applicant‟s/employee‟s disabilities. An employer may ask whether a reasonable accommodation is needed for the employee to perform the essential functions of the job. An employer may not disqualify an applicant/employee because of suspected FUTURE risk to his/her health of performing a specific job.
Interview Questions The interview questioning process helps determine three things: can the applicant do the job, will the applicant do the job, and will the applicant fit in?
Through an extended, focused interview with the applicants many details of schooling, situations from prior employment, etc. are evoked from which key aspects of the person's makeup can be determined. By the conclusion of the interview, interviewers should have a sense of the applicant‟s self-concept, achievement-motivation orientation, reaction to stress and criticism, risk-taking tendencies, sense of realism about shortcomings, ethical orientation, dispositions to lead, and sense of humor. All of these things help determine who can and will do the job and who will fit in.
During the interview it is important to learn the specific views of applicants on issues of substance. This helps determine the applicant‟s potential fit. It is important to determine if the applicant‟s personal style bodes for successful functioning on our campus. Style and affect do matter. The committee's goal is to identify the applicants who are most reasonably congruent with the institution's culture and who can work effectively within it.
Sample questions are provided to help committees determine who can most effectively perform the work, will perform the work, and will fit in within the organizational and departmental culture. Upon request, the Affirmative Action Officer will review committee interview questions to ensure they are job relevant and lawful.
General Interview Questions
The following interview questions are listed by category: Education, Work Experience, and Competency Based (skills, behaviors, knowledge).
The questions are designed to help the interviewer obtain the relevant information needed to make an informed hiring decision. It would take several hours to ask all of the following questions and not all are appropriate for the job opportunity. Pick a sampling from the education, work history, and key competency sections that apply to the job.
You should also develop questions for job specific technical competencies to ensure the applicant has the level of knowledge sought. If you need assistance in creating questions, contact the Affirmative Action Officer.
Education Questions Regardless of the candidate‟s age or experience level, information about education helps you learn about the candidate‟s values and attitudes. What is the highest level of education you have attained? What were the high points and low points of your education? How well did you do? What were your most significant achievements? How have you applied what you learned in school? What was most rewarding? What did you like best/least? How did your education influence your career choice? If the course work taken does not support the current job objective, ask the candidate why he/she is interested in the position if it is unrelated to previous schooling.
Work Experience Questions The emphasis of work history questions is on general work experience and knowledge. In the limited time allotted for an interview, you want to focus on the most recent jobs since they are the best predictor of future success. While the detailed questioning of employment history should focus on recent employment, ask the applicant to summarize all work history to ensure it is accurately presented.
Describe a typical workday/typical responsibilities and time spent in these areas. What are the most and least enjoyable aspects of the job? What were the most significant challenges you faced and how did you handle them? What were your greatest accomplishments? What were the most significant mistakes you made? What special skills and knowledge do you need to perform your duties? What type of special training or experience have you had that makes you a good candidate for the position? Why have you left your previous jobs or why are you looking to leave? Note: Don‟t accept the typical response of better opportunity or greater challenge. Probe and ask what specifically motivated the person to start looking for another opportunity. What is specifically dissatisfying or missing from the current situation? How have your educational and work experiences prepared you for this job? Please describe the scope of your experience relevant to the position. Tell us about your work with students, faculty, department chairs, deans, or other persons that are relevant to the position.
Key Competency Questions A major cause of mishiring is not knowing what specific competencies (behaviors, knowledge, and/or skill) it takes to do a job. It is crucial to go beyond education and job history to determine if the person has the competencies to qualify them for the position. The following list is the more common competencies and applicable questions.
Teaching Skills Philosophy Describe your teaching philosophy. Provide an example of how you have implemented the philosophy within the classroom. Provide an example of a time when you adapted your style to deal with a diverse student population. Describe a teaching technique you found to be effective. Contrast that with a technique you found ineffective. Provide a specific example. What technology do you use to enhance your teaching? How do you integrate multicultural perspectives into your teaching?
Student Focus Describe a recent positive interaction with a student. What did you do? What was the outcome? Describe a recent negative interaction with a student. What did you do? What was the outcome? What types of information do you keep on your students and how do you get this information? What have you done to build the trust and respect of your students? Tell me about a time when you provided poor service to a student. Have you ever tried to go beyond the expectations of a student? What motivated you to do this? What was the outcome? Tell me about a time when a student came to you with a request or concern, and you managed the situation from beginning to end. What steps did you take to respond to the situation? Who did you involve? How did you know closure was reached and the student was properly taken care of?
Interpersonal Skills How do you build relationships with others? Describe an experience you have had dealing with a difficult person in the past year and how you handled the situation. Describe a situation where you persuaded others to go along with an idea you felt strongly about? What was the outcome? Describe a coworker or administrator from your past that you enjoyed working with. Why did you enjoy the working relationship? Tell me about a coworker or coworkers you had difficulty interacting with. Describe a situation. What did you do? What was the outcome? Tell me about a person who had more authority over you that you found difficult. Describe a specific situation and how you felt and what you did. Tell me about a person who had authority over you that you enjoyed working with. What qualities did that person possess that you admired? Sometimes in both our personal and professional lives, people need words of encouragement. Tell me about a time that you were able to provide that to someone and make a difference. What motivated you to help? How did the person react? What was the outcome?
Dealing with Change Tell us about a time when you worked for a department experiencing a lot of change. How did you deal with it? Has an administrator provided you with too much or too little detailed instruction regarding a task? If so, provide a specific example. What did you do? Tell me about a time you had to make a quick decision about something significant. What was the experience like? Tell us about a time you dealt with a new situation or problem that was unlike those you have experienced before.
Teamwork What don‟t you like about being part of a team or group? What do you like about being a part of a team? Have you ever worked with someone who didn‟t carry his or her weight and how did you handle it? Do you feel you have gotten the credit you deserved for your work when you have worked on a team? Explain. Tell us about a time you were working with a group of people to complete a task and the outcome was positive. What were you working on? What was your role? What was the outcome? Tell us about a time you were working with a group of people to complete a task and the outcome was negative. What were you working on? What was your role? What was the outcome?
Action Oriented/Takes Initiative Tell us about a project that you initiated. Describe the project. What was your involvement in completing the project? What was the outcome? What would you like to have done more of in your last job? What held you back? Tell us about suggestions you have made on the job to improve the way things worked? What was the result? Tell us about a time when you reached out for additional responsibility. Give two examples of things you‟ve done in your previous jobs that demonstrate your willingness to work hard. Have you ever gone ahead with something without getting approval? Tell us about it. Tell us about a time when you identified an opportunity and did something about it even though you knew it would be very difficult or unpopular.
Assertiveness Tell us about your efforts to “sell” a new idea to your supervisor. How did you get what you wanted? Tell us about a time when you received poor service and how you handled it. Tell us about a time when you disagreed with your manager and how you resolved it?
Planning/Priority/Time Management How do you determine what you will do for the day? What do you do to ensure you accomplish you goals that go beyond the day to day routine? How do you stay focused on priorities? What are your top three priorities at work right now? How do you stay organized? What tools or techniques have you used? Tell us about a project where you demonstrated the use of organizational skills. Tell us about what kind of decisions you would make without consulting your administrator. Tell me about a time when you experienced an unanticipated interruption. How did it affect your day? How did you prioritize things? How did things work out? Tell me about a time that you had to manage multiple tasks simultaneously. Describe the situation. What did you do?
Problem Solving How much time do you spend solving problems? What type of problems? Name a problem that has come up recently and how you solved it. Did you involve anyone else in helping you solve the problem? How did the situation turn out? Tell us about a problem that you couldn‟t solve. What was the situation? What would you have done differently? What was the worst decision you made in the past year? Describe the way you handled a specific problem involving people. What is the biggest error in judgment you have made in a previous job?
Creativity Where do your ideas typically come from (past experiences, other ideas that you build on, or do they just pop into your head)? Explain. Would you describe yourself as creative? In what ways? What have you done recently that was creative? Tell us about a specific situation. What is the most creative idea you have had?
Communication How often do people ask you to proofread their work and what kinds of mistakes do you typically find? Do you write quickly or does it take some time? What have you done to improve your verbal communication skills? Tell us about someone you worked with who seemed to have difficulty understanding what you would say. Tell us about a significant misunderstanding you had with someone regarding something you said. How did it happen and how did it get resolved? Have others described you as a talker or as a person of few words? I‟d like to talk about the ways in which you keep your manager updated. How often do you communicate with your manager/supervisor? What forms of communication do you use?
Attitude/Professionalism Have you ever been passed over for a promotion or another opportunity that you felt you deserved? Explain. Tell me about a situation in which you failed, and how you handled it. Tell me about the last time you lost your temper at work. There are times when we are all under a great deal of pressure at work. Tell me about the last time you were under a great deal of pressure. What was the situation and what did you do? What was your greatest challenge in dealing with the situation? Describe what your supervisors were like to work with. Describe a time in the past year when you were faced with a situation where you had no knowledge of expertise. Do you feel you have always received the credit you deserved? Tell me about it. What do you think about and do when asked to do things that are not in your job description or part of your job, especially when you think someone else should be responsible? When was the last time you were disappointed at work? Describe the situation? What did you do? Tell us about the last time you were frustrated at work. Describe the situation. What did you do? Tell us about the last time you had fun at work. Describe the situation.
Interest/Motivators Describe your ideal job. What do you want from your next job that you are not getting now? What motivates you to do your best work? What is the most disappointing aspect of your job? What do you hope to be doing 5 years from now? How do you plan to get there? Please tell us why you are interested in this position at SUNY Cortland. Please share your perception of the scope of this position and how you see yourself fitting the position requirements.
Personal/Professional Development What are the most important lessons you have learned in your career and how have you applied this knowledge? What have you done about your own professional development in the last 5 years? How do you stay current in your field? Have you ever received constructive or negative feedback? What was the feedback? Did you do anything differently as a result of the feedback? What was the outcome? What is the most useful criticism you ever received, and who was it from? Tell me about a time in your personal or professional development that required you to persevere in spite of roadblocks or challenges. How did you stay committed? What was the end result? What did you learn from the situation? What are your areas of greatest competence? What areas of professional development have you been working on? Note: For every strength there is a possible shortcoming. For example: action oriented people may be quick to lose their patience with others, detail oriented people may be slow to complete assignments, etc.) What would your supervisor say about your performance if called as a reference including areas for development?
Pre-employment Inquiries and the Americans with Disabilities Act (ADA) When conducting a job search at the College, the search committee should devise a list of questions that will be asked of all candidates. A patterned interview with every candidate allows the search committee to make the best comparisons, ensures that each candidate is treated fairly, and minimizes unconscious biases. Employers may legally ask questions that are job-related. However, employers must avoid questions about disabilities that would be considered unacceptable and/or illegal.
Acceptable Inquiries
“This job requires an employee to prepare written reports containing detailed factual summaries and analyses. The reports must frequently be prepared within tight time frames. Can you perform this function with or without reasonable accommodation?” Employer may state to an applicant, “This job requires an employee to deliver class content during a 2 ½ lecture. Can you perform this function with or without reasonable accommodation?” Employer may ask applicants to demonstrate the ability to lift 10-pound items in a lab setting, or to retrieve heavy objects from shelves, if such activities are essential job functions. Employer may ask applicants to inform employer of any reasonable accommodation needed to take a pre-offer examination, interview, or job demonstration. CHECK WITH MARY Inquiries that are job-related and which are not likely to elicit information about a disability.
Unacceptable Inquiries
“Do you ever get ill from stress?” and “Have you ever been unable to „cope‟ with work-related stress?” “Would you need a reasonable accommodation to perform this job?” (Unless the applicant‟s disability is obvious or otherwise known to the interviewer because of the applicant‟s voluntary disclosure and the interviewer legitimately believes that the applicant will need a reasonable accommodation to perform the essential functions of the job.) “How much alcohol do you drink?” At the pre-offer stage, asking if an applicant can perform a major life activity is prohibited if it is likely to elicit information about a disability, unless the question is specifically about the ability to perform job functions. Thus, questions such as “can you walk” or “can you stand” would not be allowed. “How many days were you sick last year?” or “How many separate episodes of sickness did you have last year?” An employer may not ask questions concerning prior job-related injuries or past worker‟s compensation claims. “What medications are you currently taking?” or “Have you ever taken AZT?” “Have you ever received counseling or medical treatment for mental illness?”
Telephone Interviews The telephone interview is used as a screening device to narrow a larger pool of qualified applicants to a more manageable short list. The telephone interview allows the committee to gain a sense of the applicant‟s personal style and technical qualifications.
Preparing for the Telephone Interview 1) In advance, the search committee prepares a list of questions related to the requirements of the position. 2) Specific questions that relate to an individual applicant‟s materials may need to be created to clarify the applicant‟s background and experiences. Individual committee members should review the applicant‟s application materials and identify areas of concern, incomplete information, and the need for greater detail. Questions can then be created to verify information listed on the applicants‟ materials and to probe into areas of interest or concern. Although most of the questions asked of each applicant will be the same, each applicant is different and it is acceptable to ask different questions of the applicants when necessary. 3) Remember to keep all questions job related and lawful and ask applicants why they left or are considering leaving their employment. 4) Create a rating instrument to assess each applicant‟s responses to the questions. The rating instrument should be based on the applicants‟ knowledge, skills, and abilities as demonstrated by their responses to the telephone interview questions. 5) Committee members should discuss and agree upon designated telephone interview times and dates in advance. Generally this can be expedited if the committee designates certain times of the week for search committee meetings. Whenever possible, all of the committee members should be available to conduct the telephone interviews. 6) Scheduling applicants for the telephone interview may be done by either the person providing administrative support to the committee or the search committee chair or designee. It is advisable to share the targeted salary with applicants when scheduling them for the telephone interview. Failure to share the targeted salary early in the process can result in failed searches. If the application materials are incomplete, advise the applicant to produce the missing materials prior to the telephone interview. 7) Verify the telephone number the committee is to call when conducting the telephone interview. Put this number on the interview question form to ensure all committee members have access to the number especially if the lead interviewer is unexpectedly absent and unable to conduct the telephone interview. 8) When conducting multiple interviews on one day, allot sufficient time between interviews. An average telephone interview takes 30 minutes. At the conclusion of the telephone interview the committee should allot an additional 15 minutes to complete the rating instrument. When impressions are fresh, this assures greater rater reliability. 9) Keep in mind the overall timeline and the need to conduct the telephone interviews as expeditiously as possible. 10) Schedule the committee meeting to discuss the telephone interviews immediately following the last telephone interview or at the committee‟s earliest convenience. 11) Committee members should discuss who will conduct the telephone interview. In an effort to avoid confusion, it is recommended that one committee member ask the majority of questions. Follow up questions may be asked by the other committee members. Prior to asking a follow up question, the committee members should identify themselves. 12) The search committee chair, committee member, or support staff person need to reserve an office or conference room with a speaker phone and digital recorder. Digital recorders are available in the Human Resources Office. 13) Telephone interviews should be taped with the applicant‟s permission. The taped interview can be listened to by absent members, and referenced later, if necessary. There are instances when the hiring manager or administration may want to listen to the taped conversation so tape all interviews even if all committee members are present. 14) Prior to conducting the telephone interviews, the search committee should provide applicants with a copy of the job description (if available), the targeted salary range if it wasn‟t stated during scheduling, and other available pertinent information.
Conducting the Telephone Interview 1) Assemble 15 minutes prior to the first scheduled interview. This allows the committee time to review the interview questions, rating instrument, and the candidate‟s application materials. 2) Review the process to be followed: Decide on who will conduct the telephone interview, how will follow up questions will be asked, and the structure of the telephone screening interview. 3) A sample questionnaire is included in this manual.
Conference Interviews
Conference interviews provide the opportunity to make valuable contacts.
The conference interview may have multiple purposes including: To conduct a first level screening based on the position advertised; To determine if the applicant should be interviewed by phone or on campus; To generate continued interest with applicants who have already applied; and To expand recruitment efforts.
The specific purpose of attending any conference should be clarified with the search committee and any college attendees prior to the conference.
Although conference interviews may be a practical alternative to phone interviews, search committee members must make some logistical changes from the standard phone interview. While this is necessary, this does not preclude the search committee member(s) from following a standard agenda and applying a consistent approach to ask the same questions asked of all applicants. If the conference interview substitutes for the telephone interview, ask the applicant for permission to tape the conference interview.
Search committee members must be prepared to interact with applicants who have submitted their application materials in advance and other applicants who present their materials for the first time at the conference. Regardless of the interaction, it is critical for search committees to develop a conference interview plan and abide by the plan.
Conference Interview Tips Supply applicants with any of all of the following literature on the College. This provides vital information to applicants and personalizes the process. . Copies of the job description . Admissions Office marketing materials . Department brochures and publications . Copies of the campus newspaper . Copies of the Alumni newspaper . Human Resources brochure The high traffic and noise at conferences may make it difficult to conduct interviews. Attempt to find an interview setting within the hotel that is conducive to interviewing such as the hotel‟s designated interview area, concierge floor or restaurant, garden, etc. Although hotel rooms may be booked for interviews, it is not recommended unless multiple interviewers, both male and female are present to avoid potential litigation.
Ranking the Screened Applicants/Requesting Campus Interviews
1) Upon conclusion of each telephone or conference interview, search committee members compile their individual notes and complete a rating instrument. Although rating instruments are not a required part of the search process, it is strongly recommended that they be completed immediately after each telephone interview. This ensures a higher rate of reliability and validity. Committee members must complete their ratings independently. Cite evidence of where the applicant meets, exceeds, or falls short of the qualifications. Ask yourself has your initial impression changed and how does this applicant compare to others. 2) After all telephone interviews are conducted, the search committee will meet to discuss their individual ratings of each applicant to narrow the pool. Ideally, all search committee members should be present in person to vote for the applicants to be invited to campus. For timeliness, conference calls may be used to allow all members to participate. Committee members who are unavailable may use email to vote; however, it is strongly discouraged as no dialogue or discussion ensues. If, however, certain committee members are unavailable and waiting for them will result in significant delays, a majority of the search committee is needed to proceed with the search process. Committee members who did not participate in an applicant‟s telephone interview either during the actual interview or by listening to a tape of the interview should abstain from voting on the applicant‟s candidacy for a campus interview. 3) The search committee will move the outstanding applicants to the next step in the search, the campus interview. A list of two finalists or three with prior administrative approval should be developed and submitted to the department chair. In cases where one of the top three applicants is local or will add to the diversity of the campus, a third may be invited with the permission of the Dean and Provosts‟ Offices. Where only one finalist is identified, the administration may request the search committee go back to the applicant pool or that the position be readvertised to add to the pool. In some schools, the department chair and/or dean may desire a memo or email requesting permission to invite finalists to campus. The memo may include: a. Information on the composition of the pool of applicants who were interviewed by telephone or at a conference. b. Proposed search committee questions that will be asked of each interviewee. 4) Concurrent to submitting the applicants to the department chair, the search committee chair should update the applicant statuses in the system: a. Applicants the committee desires to invite for campus interviews should be updated by the search committee chair with the following status: “Campus Interview Requested.” Applicants the committee will not consider further should be eliminated from the pool. The search committee chair should update the applicant status in the system to reflect, “Not Hired (sends email).” The applicants will immediately receive an email rejection letter if the “Not Hired (sends email)” status is selected. Search committees who prefer to send a more personalized rejection letter should select, “Not Hired (no email).” b. The search committee chair in consult with the search committee will need to check the reason the applicant was not hired in the system. The choices include: less relevant skills, less relevant experience, less relevant education, failed to provide requested information, unable to contact, poor employment history, poor references, salary unsatisfactory to applicant, location unsatisfactory to applicant, showed little interest/motivation, and other. 5) Be careful not to eliminate applicants the committee still has a moderate interest in. It may be necessary to reconsider these applicants if the campus interview applicants prove unsatisfactory. The search committee chair should update these applicants‟ statuses in the online system to “Hold.” 6) The department chair or secretary must request applicants be approved to invite to campus interviews by updating the job posting status in the system to “Submit Interviewees to AA Officer.” 7) The affirmative action officer conducts a review of the applicants‟ credentials and an email is sent to the dean notifying the dean to proceed with the review. The department chair and search committee chair also receive notification from the affirmative action officer. After the dean‟s review is completed, the dean sends an email to the provost requesting the provost conduct a review. Following the provost‟s review, the Provost‟s Office issues an email to the department chair notifying the department whether the applicant(s) was approved or disapproved for a campus interview.
The affirmative action officer, dean and provost conduct a review of applicants‟ materials using the online employment system.
On Campus Interviews Now it‟s time to invite the applicants to campus. The pace can be hectic and time demands overwhelming during the academic semester. Search committees need to consider whether to space interviews out over a couple of weeks or whether they can do back to back interviews in a short period of time.
Preparing for the On-Campus Interview
Budget Review/Considerations In preparation for inviting applicants to campus, the department chair should contact the dean‟s office to ensure an adequate budget is available to cover applicant‟s travel, lodging, and meals.
Contact Candidates Once approval for inviting finalists to campus is secured from the affirmative action officer, dean, and provost and initial references are checked, the chair of the search committee (or his/her designee) should contact finalists and arrange for specific dates for the campus visit. Prior to contacting the finalists the search committee should check with the secretary to determine available dates. Secretaries may become the point of contact after the initial call by the search committee to determine the applicant‟s interest and availability for selected dates. Secretaries should not be the initial contact person.
Organize schedules The department/unit secretary will support the search committee in organizing a schedule for candidates.
Generally, applicants will have meetings with the following groups/people: search committee department chair dean provost president the department
Finalists may be asked to do a teaching demonstration and a presentation to the faculty on a topic related to their scholarship. Campus and community tours are also helpful. A notice may be sent to the campus community announcing the applicant‟s presentation/open meeting. See sample form in this manual. If possible, arrange down time during the interview to permit the applicant to take a break and use the restroom. When determining the campus itinerary, allow enough time to accomplish all the planned meetings, to get to and from each meeting, and to give the applicants some time to rest. An itinerary form is included in this manual. The finalists may have special technology needs to conduct their presentations. Determine their technology needs and reserve all necessary equipment and appropriate conference room space. For the meetings, reserve rooms that are quiet and comfortable in terms of temperature and appearance. This may mean finding a conference space across campus. Depending on the length of the candidate‟s stay, meals will have to be provided. All candidates are to be treated as equally as possible. If an applicant comes for breakfast, all applicants should be encouraged to come for breakfast or another meal. Dining is part of the interview process and, as such, internal applicants should dine with the search committee and/or department chair. The president and provost interview faculty applicants. If the provost is unavailable for an interview with an applicant, do not schedule the provost to meet with any of the other applicants invited to interview for the same position. If the president is unavailable he will call the applicant or the executive assistant to the president will interview on the president‟s behalf.
After finalizing the on-campus interview schedule, the search committee chair or department secretary should send written confirmation of the itinerary and information about SUNY Cortland and the surrounding community. This may include information that is not easily found on the web including: A college catalogue Campus, alumni, and student newsletters and papers Background information needed to prepare for meetings with various groups Organizational chart of the institution Detailed description of any presentation that is required to deliver Area information packet from the Human Resources Office (for applicants living outside the region) HERC – Spousal/partner employment assistance
Tips for successful on campus interviews Designate one person from the search committee to be the applicant‟s primary contact. The search committee member‟s responsibilities include: Contact the applicant one to two days in advance to confirm the travel and campus interview itineraries. Provide the applicant with office and home contact information. Confirm the schedule with each campus constituency scheduled to meet with the applicant. Maintain contact with the applicant through arrival and the campus visit to ensure there are no problems. After the interview contact the applicant to ensure the applicant arrived safely and to respond to any other questions. Confirm hotel reservations. Whenever possible, if the applicant is arriving by air, make an effort to pick up and drop off the applicant. Stay on schedule and follow the itinerary. This ensures all constituencies have the opportunity to meet with the applicant. Search committee members serve as campus ambassadors and should be reminded to present themselves in a professional manner. While no dress code is in effect, attire should be clean and neat and preferably businesslike. The search committee should arrange for the finalists to be escorted from one meeting to the next during the campus visit. Generally, other department/unit members can be enlisted to help the search committee with escorting the finalists on campus. However, it is the search committee‟s responsibility to ensure that the finalists‟ schedules are adhered to as closely as possible. Take notes throughout the interview process. Make sure notes are job specific and lawful. Additional notes may be taken regarding observable behaviors between meetings. For example, you may note any unusual behaviors exhibited by the applicant during dinner. Applicants who ask informed intelligent questions as opposed to those who ask none show interest and this may be commented on in the notes. If not addressed previously, at the end of the interview with the search committee, the applicants should be asked for permission to contact additional references that were not listed on the reference sheet provided at the time of application.
Feedback on the applicants should be solicited from all stakeholders who meet the applicants during their campus interviews. After the teaching demonstration, feedback forms should be presented to students to allow them to comment on the candidate‟s teaching style and skill. At the conclusion of the campus visit, department faculty should be solicited to provide their feedback to the search committee. Generally, feedback is not solicited from the department chair unless the department acts as a committee of the whole. Maintain confidentiality. Treat the applicant in a respectful and professional manner. Provide a comfortable atmosphere. Search committee chair or designee contacts the department secretary to determine available dates for campus interviews. Search committee chair or designee makes initial contact with the applicants to determine their interest level in interviewing on campus and available dates. Secretary contacts the applicants to finalize scheduling and confirm meeting dates. Secretary explains to applicants any responsibilities they have in finalizing their travel arrangements. Secretary with assistance from the search committee and department chair sets the campus interview itinerary for the applicants. Secretary reserves rooms and arranges for any necessary technology equipment. Escorts assigned. Secretary sends itinerary, information packet, and designated search committee member(s) contact information to the applicants. Approximately two to five business days before the applicant‟s visit, dinner reservations made. If an open meeting is planned, one to two days before the campus interview an announcement is sent on the faculty/staff listserv inviting the campus community to attend. Approximately two days before the campus interview, the designated search committee member(s) contact the applicants to confirm their travel schedule and itinerary and review emergency contact information. Approximately two to five business days before the interview, the secretary sends email reminder with itinerary to the escorts.
Conducting Reference Checks
Reference Definitions Primary References – References provided with the application materials (3 names) Secondary References – Additional references provided by the applicant (generally 2 – 5 names, may be included with the primary references provided at the time of application) Tertiary References – names provided by the references (generally 2 – 5 names) and current and former employers
It is imperative that references be checked to the tertiary level. This averts potential bad hires and protects the institution.
1. Prior to contacting references, contact the applicant to verify primary reference information, request secondary reference names, and request permission to contact tertiary references. NEVER use the terms primary, secondary, and tertiary when speaking with the applicants or references. This terminology is used internally as a means of categorizing references. Applicants and references are not familiar with the terminology and find it confusing. For assistance discussing Cortland‟s reference check policy with applicants, please see the script on the following page.
2. Whenever possible, reference checks are conducted prior to applicants being invited to campus. At a minimum primary reference checks should be conducted prior to scheduling the campus interviews.
3. A reference check should last approximately 15 minutes (no more than 20 minutes). Within a 15 minute timeframe, the search committee will have enough time to ask approximately 6 questions.
4. Contact only those references provided by the applicant, unless the applicant has given permission to contact others either verbally or in writing. Applicants complete an online employment application giving us permission to contact their former employers, their employees, their agents and representatives. Although this application gives us full authorization to contact former employers, it is a professional courtesy to contact the applicants to advise them of our policy to check references and to request names of references.
5. A list of questions should be prepared prior to calling references (see sample questions). Generally, the questions asked should be the same for all references; however, questions may be supplemented as appropriate depending on the course of the discussion. Keep the conversation free flowing and ask questions in a conversational way.
6. When checking references, inquire about the knowledge, skill, and abilities identified as important to the position and any significant gaps or missing elements in the applicant‟s materials. Be sure to keep the questions job related. You cannot ask questions that would be illegal to ask the applicant directly such as age, marital status, etc.
7. The reference check questionnaire must include the following: applicant‟s name, reference‟s name, date, note taker‟s name, names of all search committee members present.
8. Whenever possible, two search committee members should conduct each reference check. This affords better overall questioning and consistency of information across applicants. Committee members checking references should be assigned to check all of the references for one applicant. Splitting an applicant‟s references up amongst several committee members dilutes the potential for asking additional questions of references.
9. For director level and above searches, the affirmative action officer or a designee from Human Resources will conduct all reference checks along with one or more members from the search committee.
10. When placing the call to the reference, committee members should identify themselves, the purpose of the call, the title of the position, and summarize briefly (in 3 to 5 sentences) the position the applicant has applied for. The person you are calling may be busy, suspicious, or protective. Take the time to establish rapport, ask credible questions, and be a good listener. You‟ll also need to evaluate how candid a source is and how well the respondent knew the candidate. Many employers will not release information for fear that they will be sued. Employers are protected as long as they‟re telling the truth and not attempting to maliciously slander a previous employee. If the employer still won‟t provide a reference, you can ask the applicant for other references, or have him/her contact the current or former employer to have your request for information provided. If this fails, ask the applicant for copies of old pay stubs, copies of performance reviews, and/or references from coworkers who have left the company in question.
11. When a reference is contacted, take note of any negative comments. You‟re looking for patterns of strengths or limitations or an indication of a fit between the applicant and job being filled. When a negative comment is received, see if it is validated by other references.
12. It is recommended that final reference checks include immediate supervisors from the applicant‟s last two positions. If these persons are not listed as references, it is important to ask the applicant why. Often an applicant has not mentioned to his/her supervisor that h/she is seeking other employment. Rarely will a finalist for a position request that you not contact the current supervisor. The search committee chair or hiring manager should discuss this with the applicant. Another reference may be substituted at the discretion of the committee chair or hiring manager.
13. Document all the information shared with you by the reference and keep the notes with the permanent search file. If the former or current employer won‟t give you any information about the employee, document this as well, including the date and time you spoke.
14. Type all the responses received and include the information in the recommendation summary report.
15. Never tell an applicant the reason for rejection is because of a poor reference. This violates the reference‟s confidentiality.
It is helpful to use a script when discussing reference checks with applicants. Remember never use the terms “primary, secondary or tertiary” with applicants or referees. It is best to discuss references with applicants at the conclusion of the telephone interview.
Reference Check Script
Applicant: Jane Doe
Hello Jane,
It is Cortland‟s policy to check references. I‟d like to verify the list of the initial reference information you provided with your application materials. (Verify names, contact information, and relationship to the applicant.) In addition we would like to speak with additional references who could speak to your qualifications for the position. Would you provide us with some additional names? (The applicant may ask how many. Tell them a minimum of 2, preferably 3 or more.) When we speak with your references, they may be able to identify additional persons who could speak to your qualifications for the position. Would you have any objection to our following up with persons they identify?
Helpful Tips: Generally applicants will only object if they think you intend to contact their current employers. Advise the applicants we understand their concerns and will not proceed with contacting their current employers unless the applicants become finalists for the positions they‟ve applied for. Some applicants may also raise concerns about specific references. Ask the applicants about their concerns and try to determine if they may be hiding something or if their concerns are legitimate. When these circumstances arise, it is always appropriate to contact the affirmative action officer to discuss the specific situation.
Sample Reference Check Questions
General Employment/Experience Related Questions 1. What position(s) did the candidate hold? 2. What were the beginning and ending employment dates for this candidate? 3. What was the candidate‟s beginning and ending salary? 4. How was the candidate‟s attendance? 5. Did this candidate earn promotions? 6. What were the candidate‟s functional responsibilities? How effectively did the candidate carry out those responsibilities? 7. How did this candidate‟s performance compare to other employees with similar job duties? 8. Why did this person‟s employment end with your company? 9. Is there any reason why your company would not rehire this candidate? 10. Would you recommend this candidate for a position at another company? Why or why not?
Work Relationships 1. How did this candidate get along with management? With peers? 2. How was the candidate viewed by his or her peers, supervisors, and/or subordinate? 3. How did this candidate work within a group? 4. How much supervision did the candidate require? 5. How would you describe the candidate‟s working relationship (with coworkers, etc?) 6. Any work conflicts? How was it resolved? 7. We are especially interested in the candidate‟s interpersonal skills. What kind of relationship does he/she have with students? Faculty? Staff? 8. What evidence can you provide of the candidate‟s sensitivity to students special needs or achievements in the area of student-oriented programs? 9. What evidence can you provide of the candidate‟s sensitivity to students of diverse backgrounds? Please give any examples you might have.
Transferable Skills 1. Did the candidate demonstrate initiative? Please give an example. 2. How resourceful is the candidate? Did he or she rely on you to find out everything they needed to know, or did h/she demonstrate some initiative in finding relevant information themselves? 3. Did the candidate finish what he/she started? 4. Can you recall an instance where the candidate effectively handled a complaint? If so, explain. 5. Can you recall an instance where the candidate instituted a change which resulted in an improved method or process in the job? If so, explain. 6. Can you give me an example where the candidate demonstrated skill in leadership, vision, creativity, or problem solving? 7. How good is the candidate at organizing and tracking details? 8. In what area(s) might the candidate need to develop? Can you give an example of this? 9. Rate applicant‟s effectiveness in: (Using scale of Fair, Poor, Average, Above Average, Excellent) . Organization . Attention to Detail . Critical Thinking Skills . Judgment . Problem Solving . Customer Service Orientation . Ability to multitask . Interpersonal Skills . Flexibility . Ability to work within a group
Technical Skills 1. How would you rate the candidate‟s technical aptitude and knowledge and his/her ability to communicate complex concepts clearly and accurately? Please give an example. 2. How would you describe the candidate‟s approach to teaching? Is this method effective? On what do you base your opinion? 3. Ask additional questions specific to the technical requirements of the position the candidate is being considered for. 4. Did the candidate have any responsibility for policy formation? 5. Did the candidate develop any new plans or programs? Were they effectively developed? Effectively presented?
Miscellaneous 1. In your opinion, what are the candidate‟s strengths? Weaknesses? Can you give examples of how these were demonstrated? 2. What areas do you think the candidate needs to improve/further develop? 3. Were any internal or external factors negatively affecting this candidate‟s work performance? 4. What kind of job is best suited for this candidate‟s abilities? 5. Is there anything we did not discuss which would have relevance to this individual‟s candidacy for employment? 6. Is there anyone else we can talk to who would be able to speak to the candidate‟s credentials for the position? 7. Other comments?
Tips for a Successful Reference Check Be thoroughly familiar with the applicant‟s file. Review the applicant‟s materials prior to speaking with the reference. Follow your plan. Verify basic information first such as job title and employment dates followed by more detailed questions related to the position. Sift through the opinions to determine the facts. In all cases, factual information expressed via examples is far more valuable than opinions and speculations. Take detailed notes. Collect information without evaluating what the reference is saying. Be mindful of references who are not completely truthful. Be alert to unusual hesitations, evasive, vengeful, or overly enthusiastic responses. Take the time you need. If necessary reschedule or make an appointment first. If information is missing or needs to be validated, re-contact the reference. Evaluate the information obtained by the references carefully. If a mixed picture immerges about a candidate, consider the sources. Why does information appear to conflict? Is there a reason why a reference may provide that information?
Concluding the Search
Avoid discriminatory acts Remember we want to hire the most qualified person for the job: it‟s defensible and non- discriminatory.
Evaluating the Finalists/Making the Recommendation 1) Prior to convening the search committee, each committee member should review the job description and position advertisement. Each member should prepare a list of strengths and weaknesses for each campus finalist taking into consideration the application materials submitted, phone and campus interview performance, reference check information collected, and feedback from the campus community. 2) The search committee chair should set aside a couple of hours when scheduling the meeting to provide for adequate time to deliberate. Notify all committee members to bring all of their search materials to the meeting. 3) Quorum is required to hold the meeting unless otherwise stated in the faculty department‟s personnel procedures. 4) At the beginning of the meeting, the chair should review the job description, position advertisement, and the committee charge. Remind the committee members they are to carefully review and consider all evidence put forward and to reach consensus about the acceptability and unacceptability of each applicant. 5) The chair should encourage dialogue and engage each committee member. Ask members to present the applicant‟s strengths and weaknesses and acceptability/unacceptability. Designate a scribe to take notes. Incorporate feedback from the key stakeholders. 6) Unless otherwise stated in the faculty department‟s personnel procedures, when consensus cannot be reached, a majority vote may be used. The committee may, if it chooses, vote by secret ballot (by majority vote). The balloting method shall be determined early in the committee deliberations process and before any voting begins. 7) Agree to the points to be submitted in a recommendation summary. The written recommendation must include acceptability/unacceptability, reasons for unacceptability, strengths and weaknesses, summary of all reference information collected (good and bad), names and job titles of all references and the type of reference they are (primary, secondary, or tertiary), and a summary of all campus feedback received (without any names attached) 8) The search committee chair or designees create the recommendation summary and should email it to each committee member for review and approval to ensure it represents the committee‟s deliberations. Per the president‟ directive, recommendations should not be ranked. Rather applicants may be listed in the summary in alphabetical order or in the order they interviewed with a designation of “acceptable” or “unacceptable.” 9) Committees may include their votes in the recommendation report. Examples include: a. Four committee members found the applicant acceptable. One committee member found the candidate unacceptable. b. The committee unanimously supports the applicant‟s candidacy. c. Three committee members found the candidate unacceptable. One committee member found the candidate acceptable. 10) Upon approval from the committee members, the chair sends the recommendation summary to the affirmative action officer. The affirmative action officer reviews the summary comments to ensure they meets all affirmative action and equal employment opportunity guidelines, are lawful and pertain to the qualifications listed in the ad. If the affirmative action officer is not available contact the Human Resources Office at 2302 and ask for a Human Resources representative‟s review. The affirmative action officer has a minimum of 2 business days to complete the review of the report. 11) Upon the affirmative action officer‟s approval, the officer will submit the recommendation summary to the department chair and dean. 12) If more than one applicant is found acceptable, the chair will make a recommendation to the dean about which applicant should be hired. The dean will then make his/her recommendation, with the Provost making the final recommendation. 13) At the conclusion of the meeting the search committee chair or secretary collects all member‟s search materials. The materials should be organized and forwarded to the administrative support person responsible for housing the search records. The search materials must be kept on file for a minimum of four years.
Verbal Inquiry/Offer 1) Rank and salary for each position must be cleared with the appropriate dean and the provost. Except in extraordinary cases, initial appointment to the College will not be made with continuing appointment. 2) The department chair should discuss each appointment with the appropriate dean in advance of any oral or written statement to the candidate. Under no circumstances should the chair make an oral or written commitment to the candidate without the prior approval of the dean and the provost. In some schools the chair is not involved in the offer process. Consult with the dean‟s office within your school. It is the primary responsibility of the department chair to define for the candidate terms for employment. 3) Verbal inquiries may be made by the department chair and/or dean. However formal offers of employment can be made only by the president. This is done through a formal appointment letter which the candidate receives in the mail. This letter is issued after all negotiations have taken place and the terms of the appointment are finalized. 4) If the targeted salary listed on the requisition is not acceptable to the applicant and negotiations are required, the department chair and/or dean are required to notify the affirmative action officer or a human resources representative in the officer‟s absence. This is required to ensure compensation offered does not exceed current faculty within the department and to abide by compensation guidelines issued by the Office of Federal Contract Compliance Programs which oversees affirmative action. 5) When extending a verbal inquiry the chair and/or dean should consider features that might contribute to a candidate‟s acceptance of an offer including: Teaching/work load Classes taught First year research and advising expectations Tenure Timing of promotions Office and equipment space Professional development opportunities Travel allowances Spousal employment assistance Training Relocation Allowances Cost of Living Benefits 6) Candidates may be considering multiple offers. Every effort should be made to give them adequate time to make their decision while not compromising the department‟s need to fill the position with a strong candidate.
Notifying Applicants Once an agreement with the desired candidate has been made, all other candidates should be notified the search is completed. It is strongly recommended that specific reasons why applicants are disqualified from the pool not be shared with the applicants especially if it was due to a poor reference. This violates the confidentiality promised references. While there is a tendency to want to share information with the applicants, inevitably some applicants will argue the reasons they were not selected. This creates the potential for conflict and legal challenges.
The search committee chair should update the applicant statuses in the system:
1) Applicant who were not selected for a phone or campus interview:
Click on “Not Hired (Not Interviewed)” and select the reason not hired from the drop menu. This will generate an email to the applicant stating:
Dear Applicant First Name, Last Name:
We were pleased to consider you for the position of ______. Application materials were carefully reviewed and after considerable deliberation, the candidate pool was narrowed. There were many highly qualified candidates which made our decision difficult. Unfortunately, you were not selected for further consideration.
We sincerely appreciate your expression of interest in employment with SUNY Cortland and invite you to consider future employment opportunities by visiting our website at http://jobs.cortland.edu
Please accept our best wishes for success in your job search endeavors.
Sincerely,
Search Committee ______Department SUNY Cortland
2) Applicants selected for a phone interview but not a campus interview: Click on “Not Hired (Rcvd Phone Interview)” and select the not hired reason from the drop down menu. This will generate an email to the applicant saying:
Dear Applicant First Name, Last Name:
Thank you for discussing the position of ______with the search committee. The search committee has completed the telephone interview process and after careful consideration, we have selected other candidates whose experience and training more closely match our current needs.
We sincerely appreciate your expression of interest in employment with SUNY Cortland and invite you to consider future employment opportunities by visiting our website at http://jobs.cortland.edu
Please accept our best wishes for success in your job search endeavors.
Sincerely,
Search Committee ______Department SUNY Cortland
3) Applicants selected for a campus interview, but not hired: Click on “Not Hired (No email)” and select the not hired reason from the drop down menu.
The department secretary should create a more personalized rejection letter to send to the applicant. In addition to a personalized letter it is appropriate to call the candidates to let them know they were not selected. This coupled with a letter demonstrates professionalism and courtesy on the part of the department and institution. A couple of sample rejection letters follow:
Dear ______:
The ____ Department enjoyed meeting you during your campus visit for the Assistant Professor position. We appreciated the time and effort you invested in developing and preparing for your presentation on ______which was well received by faculty and students.
Choosing a finalist from the outstanding candidates invited to campus, of which you were one, was very difficult. Your credentials are outstanding and you were well received by our faculty and students. In the end, another finalist was selected.
We sincerely appreciate your expression of interest in employment with SUNY Cortland and invite you to consider future employment opportunities by visiting our website at http://jobs.cortland.edu
Please accept our best wishes for success in your job search endeavors.
Sincerely,
Name Search Committee Chair
OR
Dear ______:
On behalf of the faculty, administrators, and students at SUNY Cortland, thank you for visiting the campus to discuss the position of ______. Your interest in becoming associated with SUNY Cortland is sincerely appreciated.
The decision was difficult, but after considerable deliberation and careful review of qualifications, another candidate whose background most closely parallels our needs was selected.
If you wish to be considered for future employment opportunities, please reapply by visiting our website at http://jobs.cortland.edu
Please accept my best wishes for success in your professional endeavors.
Sincerely,
Name Department Chair
After the search committee chair has dispensed with all applicants in the online employment system, the only candidate remaining in the pool will be the one hired. The department chair and/or secretary should update the candidate‟s status to reflect, “Verbal Inquiry Made and Accepted.” After updating the applicant‟s status, complete the selected candidates tab. Upon completion of the selected candidates tab, update the posting status to reflect, “Submit to HR to Fill Position.”
Failed Searches As exciting as it is to see the light at the end of the tunnel, committee members must stay focused and uphold the integrity of the search and avoid “settling” on a candidate. If the committee decides that no applicant is acceptable, this decision must be put in writing (along with supporting rationale) to the department chair. At that point (in consultation with the dean and provost) a decision will be made to go back and look at other applicants in the pool or to re-advertise the position. Reasons for Failing a Search No qualified applicants in the pool Applicant pool lacks diversity Breach of confidentiality compromising the search No acceptable applicants Department chair finds all applicants unacceptable Finalists declines offer and no other applicants in the pool
When the search re-opens the search committee needs to revisit the job description and position advertisement to determine if there was a flaw that led to the failed search.
FACULTY SEARCH TIMELINE AND CHECKLIST
The First Meeting Search Committee 1. At the first search committee meeting elect a search committee chair, identify a weekly meeting time, agree upon a timeline and create a criteria checklist. Complete the Initial Review Search Committee 1. Review applicant materials. 2. Deliberate and identify applicants for telephone interviews. Schedule Phone Interviews, Create Questions/Forms and Finalize Search Committee and Campus Interview Itinerary Secretary 1. Create telephone interview, campus interview and reference check forms and rating forms. 2. Schedule phone interviews and/or conference interviews (if conducting) and send job description to applicants if available. 3. Finalize campus itinerary to be followed. Discuss and agree upon each committee members‟ role during the campus interviews (escorts, tours, meals). Conduct Phone/Conference Interviews Secretary and Search 1. Conduct phone/conference interviews. At the Committee conclusion of the phone/conference interviews, ask applicants for permission to contact references. 2. Deliberate and identify applicants for campus interviews. 3. Schedule reference checks. Conduct Reference Checks Search Committee 1. Conduct reference checks (at a minimum primary references should be completed). Submit Request to Invite Applicants to Campus Search Committee Chair, 1. Search Committee Chair notifies Department Chair of Department Chair, applicants identified for campus interviews. Affirmative Action Officer, 2. Using the online system, Search Committee Chair Dean, Provost updates applicants‟ statuses to “Campus Interview Requested.” 3. Using the online system, Search Committee Chair updates status of applicants no longer under consideration. 4. Using the online system, the Department Chair updates posting status to “Interviewees Submitted to AA Officer.” 5. Affirmative Action Officer conducts review of the applicants. Upon approval the Affirmative Action Officer updates the posting status to “Interviewees approved by AA Officer” and sends an email to the Department Chair and Dean notifying the dean to conduct a review of the applicants‟ materials. Dean will forward the applicants‟ materials to the provost for approval. Await email approval from the Provost‟s Office. Invite Applicants & Announce Applicants‟ Visits Search Committee and 1. Secretary schedules interviews, arranges lodging, mails Secretary itineraries, etc. 2. Secretary or Search Committee Chair send applicants their interview itinerary 3. If applicable, create email to announce applicants‟ visit to campus. Place applicant materials (letter of application and resume or vita) in the Library for campus community to review. Include in the email announcement an evaluation form for campus community to complete. Conduct Campus Interviews Search Committee, 1. Conduct campus interviews. Department Chair and 2. At the open meetings distribute the campus community Campus Community evaluation form. Complete Reference Checks & Create Recommendation Report Search Committee, 1. Complete secondary and tertiary reference checks. Department Faculty 2. Depending on the Faculty Department, may meet with (possibly) all faculty in the department to take a vote. 3. Create Recommendation Report and submit to the Affirmative Action Officer for review. 1. Upon approval, the Affirmative Action Officer forwards Affirmative Action Officer, the Recommendation Report to the Dean. Dean will Dean, and Department discuss the report with the Provost and confer with the Chair Department Chair. Offer the Position Department Chair or Dean 1. Verbal inquiry extended by Department Chair and/or Dean depending on the school (may take up to two weeks to negotiate an offer and acceptance). Notify Applicants/Update the Online System Department Chair, 1. Await feedback from the Department Chair before Secretary and Search updating the applicant statuses in the online Committee Chair emplo 2. Send applicants invited to campus but not hired a personalized letter from the hiring manager. Check with the department secretary to ensure this occurs. 3. Upon receipt of acceptance, the Search Committee Chair or designee should update any remaining applicants in the online system. 4. Department Chair updates the online employment system by completing the “Selected Candidates” page and changing the posting status to “Submit to HR to Fill Position.” 1. Create appointment letter. Human Resources Office
CRITERIA CHECKLIST
Applicant Name: Reviewer‟s Name: Position Applying for: Date: REQUIRED QUALIFICATIONS: YES NO COMMENTS/RELEVANT INFORMATION
PREFERRED QUALIFICATIONS: YES NO COMMENTS/RELEVANT INFORMATION
OTHER: Quality of letter of application and resume: Below average _____ Average _____ Superior _____
Comments:______
Overall rating of applicant: Unqualified _____ Qualified _____ Highly Qualified_____ Proceed with telephone and/or campus interview: Yes _____ No_____ CRITERIA CHECKLIST
Applicant Name: Reviewer‟s Name: Position Applying for: Date:
List the level of competency as exhibited in the application materials. Rating Scale: 1-Poor, 2-Fair, 3-Good, 4-Very Good, 5-Excellent
Rating Key Skills/Competencies Comment on Assigned Rating : Skill/Competency: Insert Here
Skill/Competency: Insert Here
Skill/Competency: Insert Here
Skill/Competency: Insert Here
Skill/Competency: Insert Here
Skill/Competency: Insert Here
Skill/Competency: Insert Here
Skill/Competency: Insert Here
Skill/Competency: Insert Here
Skill/Competency: Insert Here
Total Score Across Competencies
Notes/Comments: ______Overall Rating Against Key Skills/Competency: Unqualified: Does not exhibit sufficient evidence of necessary competencies ______Minimally Qualified: Exhibits some evidence of competencies ______Average Qualifications : Moderate across some competencies ______Outstanding Qualifications: Strong across most competencies ______Proceed with telephone interview _____Yes _____No Telephone Interview Questionnaire Position Title: Applicant Name: Date: Interviewer:
Introduction – 3 minutes Greet the applicant and engage in brief pleasantries, time permitting. Advise the applicant the phone interview will take approximately 30 minutes. Committee will need approximately 20 to 25 minutes to ask questions. Remaining time may be used by the applicant to ask questions. Committee members introduce themselves. Ask applicant for permission to tape the telephone interview. Briefly summarize the position (2 to 5 sentences). Include a typed statement of duties here: ______
QUESTIONS (20 minutes):
Work Experience/Education 1. We read your resume (vita) and letter of application with great interest and we are interested in learning more about your education, work experience and skills. Please elaborate on your qualifications and tell us why they qualify you for the position.
a) Why are you interested in working at SUNY Cortland?
b) Why do you want to leave your current employer? Why did you leave your previous employers (remember to review the reason for leaving each employer)?
[Insert Additional Interview Questions Here – In addition to question 1 listed above, the search committee will have time to ask approximately 5 to 6 more questions]
Final Details – 7 minutes Ask the applicant if h/she has any questions and respond to them. Note the questions below. (5 minutes) Advise the applicant of the next steps in the process and the expected timeline the committee will follow. If time permits ask the applicant for permission to contact references. Verify reference information provided with initial application materials. Ask for a minimum of two additional references. Ask permission to contact persons identified by the references who may attest to the applicant‟s qualifications. Campus Interview Questionnaire Position Title: Applicant Name: Date: Interviewer: Committee Members Present for Interview:
INTRODUCTION – 5 minutes
Greet the applicant and engage in brief pleasantries such as; the weather, trip in to Cortland, hotel accommodations, etc., time permitting. Remember to be pleasant and cheerful! Ask the applicant if she/he would like a beverage. Advise the applicant the campus interview with the search committee will take approximately 60 minutes. Committee will need approximately 50 minutes to ask questions. Any remaining time may be used by the applicant to ask questions. Committee members introduce themselves. Remember when asking questions – Ask one question at a time. Follow up questions are intended to be asked after the applicant responds to the initial inquiry and ask only if the applicant‟s response does not yield the information you seek. Remember the 80-20 rule. Applicants speak 80% of the time, the committee speaks about 20% of the time. Your purpose is to gather information to make an informed decision. Briefly summarize the position (2 to 5 sentences). Include a typed statement of duties here: ______
INTERVIEW QUESTIONS – 50 minutes
Work Experience/Education (Ask question 1, 1a, 1b if they were not asked during the phone or conference interview) 2. We read your resume (vita) and letter of application with great interest and we are interested in learning more about your education, work experience and skills. Please elaborate on your qualifications and tell us why they qualify you for the position.
c) Why are you interested in working at SUNY Cortland?
d) Why do you want to leave your current employer? Why did you leave your previous employers (remember to review the reason for leaving each employer)?
[Insert Additional Interview Questions Here – In addition to question 1 listed above, the search committee will have time to ask approximately 7 to 9 more questions]
FINAL DETAILS – 10 minutes Ask the applicant if h/she has any questions. Note the questions below. (5 minutes)
Advise the applicant of the next steps in the process and the expected timeline the committee will follow. If it wasn‟t done previously and time permits ask the applicant for permission to contact references. Verify reference information provided with application materials. Ask for a minimum of two additional references. Ask permission to contact persons identified by the references who may attest to the applicant‟s qualifications. Review the campus interview agenda with the applicant. Ask the applicant if h/she needs a restroom break before proceeding to the next interview. (5 minutes)
EXIT INTERVIEW – 15 to 30 minutes The exit interview is conducted to ask any remaining questions that could not be covered during the hour long interview and to assess the applicant‟s interest level and potential fit with the institution.
Why are you willing to commit to this position?
How does your decision reflect your long-term goals?
What is your reaction to the job description? Specifically, what attracts you to it? What doubts do you have about it? What, if anything, is missing?
Do you have any concerns or unanswered questions we can address for you?
EXIT INTERVIEW FINAL DETAILS – 2 minutes Advise the applicant of the next steps in the process and thank them for the time they spent with the search committee.
Sample Phone Interview Rating Rubric
Applicant Name: ______Rater: ______
Position Applied for: ______Date: ______
Check one box: I was present for phone call I listened to tape at a later time
Based on the phone interview, rate the applicant in the following areas on a scale of 1 to 5 with 5 being highest. Include specific comments in each area to help explain each rating.
Low High Interpersonal Skills 1 2 3 4 5 Comment on assigned rating:
Low High Ability to clearly explain and elaborate 1 2 3 4 5 on information provided in vita Comment on assigned rating:
Extent of Experience : Low High Teaching 1 2 3 4 5 Comment on assigned rating:
Scholarship 1 2 3 4 5 Comment on assigned rating:
University Service 1 2 3 4 5 Comment on assigned rating:
Clinical work 1 2 3 4 5 Comment on assigned rating:
Student advisement 1 2 3 4 5 Comment on assigned rating:
Professional Service/Involvement 1 2 3 4 5 Comment on assigned rating: ______Overall Rating of Candidate: This applicant appears to have the characteristics, qualities and skills necessary to be an asset to our department and the college. _____ Yes ____ Possibility _____ No
We should invite the applicant to campus? ____ Definitely ____No ____Unsure
Phone Interview Feedback Form
Applicant Name: ______Date:______Position Applied for: ______Interviewer: ______
0-Unsatisfactory 1-Fair 2-Good 3-Very Good 4-Excellent
Technical Knowledge Mastery of subject _____
Teaching Background Experience in public school system _____ Experience teaching in college _____
Research Published refereed journals _____ Conference presentations _____ Research plans/agenda _____
Service Commitment to serving institution _____ Receptivity to serving on committees _____
Interpersonal Skills Demonstration of collaboration skills _____ Spoke with courtesy and professionalism _____
Communication Skills Expressed ideas in an articulate manner _____ Expressed ideas logically and thoroughly _____ Refrained from long tangential explanations _____
Questions/Interest in Position Asked good insightful questions _____ Demonstrated interest and knowledge of the College and Position _____
Total _____
Comments: ______Campus Interview _____ Hold _____ Eliminate
Reasons for eliminating: ______
Sample Campus Interview Rating Form – Weighted Approach
Applicant‟s Name: ______
Position: ______Interviewer: ______
Date: ______
Instructions: Use the following five point rating scale to evaluate the applicant‟s answer to each of the questions listed above.
In addition to a rating for each question the questions are differentially weighted according to importance to success of the job as follows:
Weights Ratings 3 = Critical/vital for job success 5 = Excellent 2 = Very important 4 = Very Good 1 = Important 3 = Good 2 = Fair 1 = Insufficient Data
A weight appears after each question and will be used in final calculations:
Rating
1. Statement of the question as it will be asked to each candidate (weight = ) 1. _____
2. Next question (weight = ____) 2. _____
3. Next question (weight = ____) 3. _____
4. Next question (weight = ____) 4. _____
5. Next question (weight = ____) 5. _____
6. Next question (weight = ____) 6. _____
7. Next question (weight = ____) 7. _____
8. Next question (weight = ____) 8. _____
9. Interview Observations (weight = ____) 9. _____
Total: _____
Total: Multiply each rating by the weight for that question. Sum all the multiplied ratings to obtain the total.
SAMPLE Exercise Science Search Student Evaluation Form Biomechanics Class
Name: Date: ______
Which lecture did you attend (circle): Dr.AAAAAA Dr. BBBBBB
What year student are? Fr Soph Jr Sr
Have you taken EXS387 Biomechanics? No Currently Yes-here Yes-elsewhere
The presentation that you just heard was a mini-lecture, meant to be part of a class presentation to an undergraduate biomechanics class on Newton‟s Laws. Please share your reaction about the lecture and about the teacher. Use the scale below to respond to each statement.
(Strongly Agree-SA, Agree-A, Undecided-Und, Disagree-D, Strongly Disagree- SD)
1. I found the lecture easy to follow. SA A Und D SD
2. The instructor held my interest. SA A Und D SD
3. The instructor made useful applications that helped me to SA A Und D SD understand the concepts.
4. The visuals (powerpoint, black board, overheads, ...) were SA A Und D SD clear and easy to see/read.
5. The instructor explained the material clearly. SA A Und D SD
6. The instructor spoke clearly and at a good pace. SA A Und D SD
7. The instructor appeared well-prepared. SA A Und D SD
8. The instructor appears very knowledgeable about the SA A Und D SD content.
9. The instructor appears as if he/she would be easy to SA A Und D SD approach if I had questions.
10. Based on what I saw here, I would be interested in taking SA A Und D SD this instructor for Biomechanics. Additional comments (continue on back if needed):
Thank you for your honest reactions. All information will be held in confidence.
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Interview Rating Profile Applicant name: Position applied for: Date Interviewed: Interviewer/Rating Completed by:
General Rating Against Critical Skills/Competencies Please check the level of competency you saw evidenced through the interview process: 0 = not explored or exhibited (please explain in notes/comments); 1 = some evidence; 2 = demonstrates sufficient for the job; 3 = superior level demonstrated
Key Skills/Competencies (Sample skills listed below, change based on job 0 1 2 3 description/ad Communication Skills Interpersonal Skills Problem Solving Skills Technical Job Knowledge Customer Service Orientation Ability to Work within a Group Scholarly Potential Teaching Record Other:
Total Score Across Competencies
Notes/Comments: ______Overall Rating Against Competency: Unqualified – Does not exhibit sufficient evidence of necessary competencies ______Minimally Qualified – Exhibits some evidence of competencies ______Average Qualifications – Moderate across some competencies ______Outstanding Qualifications – Strong across most competencies ______
Recommend for Campus Interview: Yes No
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INTERVIEW ITINERARY INSERT APPLICANT NAME HERE
Date & Time Meeting/Activity Persons Attending Escort Meeting/Activity
College Personnel Contact Information: INSERT Secretary’s name and names of search committee members and their job titles, phone and email addresses
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[Insert Position Title] Campus Community Interview Assessment Form
Summary of Position Responsibilities and Qualifications
Major Responsibilities
Required Qualifications
Preferred Qualifications
Candidate Name:
1. Please check which candidates you have seen.
[insert applicant name] [insert applicant name] [insert applicant name]
2. Please provide your assessment of the candidate below. You may use extra sheets or attach your response to this sheet.
Assessment completed by: Anonymous comments will not be considered by the search committee.
Deadline for receipt of comments: Submit comments electronically to: or submit by mail to:
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Open Meeting - ______Position
The ______Search Committee has invited ____ candidates to interview for the position. They are ______and ______. These candidates will be interviewing with groups across campus on ______and ______. Please find below the schedule for their Open Meetings and Informal Social gatherings with Faculty, Staff and Students.
Name of Meeting Date Time Place candidate Open Meeting with Faculty, Staff, Students
Informal Social
Open Meeting with Faculty, Staff, Students
Informal Social
Hard copies of each candidate's interview schedule, letter of application (cover letter), and curriculum vita (resume) will be available at the Reserve/Circulation desk in the Memorial Library by [insert date here]. Below is a write-up on each candidate.
********************************************************************************************** ****** Name of Applicant [Insert summary of applicant‟s background here]
Name of Applicant [Insert summary of applicant‟s background here]
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Format for Open Meetings for Candidates for the ______Position
START OF MEETING: The facilitator of the meeting will introduce the meeting as follows:
I am ______from the ______and I am a member of the search committee for the ______. We are pleased to welcome ______to campus as a candidate for this position. ______is currently serving as the ______for _____College located in ______. We will begin the meeting by having _____ make some brief opening remarks. Then the floor will be open for questions. We would ask that you state your name and your department before you state your question. I will now turn the floor over to ______.
DURING MEETING: The candidate should be the person selecting the questioners. Facilitator should not need to intervene during the meeting.
FIVE MINUTES PRIOR TO THE END OF THE MEETING: Facilitator should give the candidate and audience a warning that the meeting will end in five minutes and there is time for one more question.
CLOSE OF MEETING: Facilitator should thank the candidate and the audience for their participation in the meeting. Facilitator should remind audience to fill out feedback forms and email or send them to ______
Facilitators for meetings are as follows:
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INSERT POSITION TITLE HERE
REFERENCE CHECK QUESTIONNAIRE Applicant Name: Date of Reference Check: References checked by:
Reference‟s Name/Title Reference‟s Organization/Institution: Reference‟s Contact Information: Reference‟s Relationship to Applicant: Type of Reference: Primary _____ Secondary _____ Tertiary _____
INSTRUCTIONS: Make appointment in advance if possible. Fifteen minutes to a maximum of twenty minutes is allotted to conduct the reference check. Important: It is up to you to manage time efficiently during the reference check, so make sure you do so, making every attempt to get through all the questions. You will have time to ask approximately 6 questions. Do not use the terms primary, secondary, or tertiary when speaking to the references. These are used for internal purposes only as a means of categorizing references. References will not understand the terminology. Do not tape reference checks.
INITIAL STEPS TO FOLLOW WHEN CONDUCTING THE REFERENCE CHECK: 1. Introduce yourself. 2. Reconfirm 15 to 20 minutes allotted for the reference check and that it is a convenient time. 3. Reassure the reference that the conversation will be held in confidence by the search committee.
Advise the referee you have __ number of questions to ask and before you do so, you will briefly outline the position the applicant is applying for. [INSERT SUMMARY OF POSITION HERE – LISTED ON THE ONLINE REQUISITION]
Important: Whenever possible, ask the reference for concrete examples that support each answer (i.e., as opposed to asking the reference simply to provide a description).
INSERT APPROXIMATELY 6 REFERENCE CHECK QUESTIONS HERE Are there any other matters regarding this candidate that we have not touched upon which you would want to call to the attention of the Search Committee?
Is there anyone else you would recommend that the search committee talk to about this candidate? (BE SURE TO GET THE NAME, TITLE, AND PHONE NUMBER IF AT ALL POSSIBLE. ADVISE THE REFEREE THAT THE APPLICANT HAS GIVEN US PERMISSION TO ASK FOR OTHER NAMES (If that is the case))
Remind the reference that the applicant‟s candidacy is confidential, although the candidate has given permission for you to conduct this interview. Remember to thank the reference for his/her time. If reference will only share employment dates, ask: Is the applicant available for rehire? Yes No May I ask, is it a company or personal policy to not share more information? 68
Company Personal
AFFIRMATIVE ACTION SEARCH FINAL REPORT RECOMMENDATION SUMMARY
FACULTY SEARCHES ROUTING PROCESS: 1. Search committee completes the report and routes it electronically to the affirmative action officer and copies the department chair. 2. Within 48 hours of receipt the affirmative action officer reviews the report and forwards the report electronically to the dean and copies the department and search committee chairs on the electronic communication. (The affirmative action officer will return the document to the search committee chair if corrections/revisions to the document are needed.) 3. The dean reviews the document. If the dean is in agreement with the department‟s recommendation, h/she requests permission from the provost to extend a verbal inquiry. The provost responds to the dean‟s request. 4. If the department chair and/or dean choose to offer a candidate employment, h/she may proceed if the salary offered is within the targeted salary range listed on the online requisition. If the salary exceeds the targeted salary, the department chair or dean contact the affirmative action officer. 5. Upon receiving an acceptance to a verbal inquiry (offer of employment), the department chair or designee dispense with any remaining applicants still active in the online employment system, complete the “Selected Candidate” tab and change the posting status to “Submitted to HR to Fill Position”.
Position Title: Date: Names of Search Committee Members:
Were written criteria developed and consistently applied? Yes No
Were written questions developed and consistently asked of those interviewed? Yes No
Were reference checks conducted? Yes No
Did search committee members keep notes on interviews and deliberations? Yes No
Number of applicants on the pool:
Telephone Interview Number of Applicants Telephone Interviewed: Applicant‟s Name: Recommended for campus interview? If not, list reasons 69
Campus Interview Number of Applicants Invited to Campus: Number of Applicants Interviewed on Campus: How many applicants withdrew their candidacy either before or after campus interviews? Please provide their names and reasons below. Applicant‟s Name(s): Reason(s) for Withdrawal (if known)
Applicants Interviewed On-Campus Applicant‟s Name(s):
List of Position‟s Required Qualifications (from Ad):
List of Position‟s Preferred Qualifications (from Ad):
APPLICANTS INTERVIEWED ON CAMPUS
Applicant‟s Name:
Acceptable: Yes No
If the applicant is unacceptable, please explain why:
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Applicant‟s Strengths:
Applicant‟s Weaknesses:
REFERENCE INFORMATION Provide the names of references, their job titles, company, and type of reference (primary, secondary, or tertiary) Name of Job Title Relationship Company Primary Secondary Tertiary Reference to Applicant
Summary of all reference information received from the references:
CAMPUS FEEDBACK Summary of campus feedback received (do not include names of employees providing feedback)
Is there any other information the hiring manager should be aware of?
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References
Bennett-Alexander, D.D. & Pincus, L.B. (1997). Employment law for business (6th edition). Boston: Irwin McGraw-Hill.
Fitzwaater, T.L. (2000). Behavior-based interviewing: selecting the right person for the job. Menlo Park CA: Crisp Learning, Inc.
Gatewood, R.D. & field, H.S. (2001). Human resource selection (5th edition). Orlando, FL: Harcourt, Inc.
Higgins, J. & Hollander, P. (1987). A guide to successful searches for college personnel: Policies, procedures, and legal issues. College Administrations Publications, Inc.
Houston Community College, Human Resources Procedures, Screening Committee Guidelines (June 21, 2006). http://www.hccs.edu/system/Human_Resources/screening_guidelines.html
Morgan, R. & smith, J. (1996). Staffing the new workplace: selecting and improving for quality improvement. Milwaukee, WE: Quality Press.
Rosse, J. & Levin R. (1997). High-impact hiring: A comprehensive guide to performance –based hiring. San Francisco: Josey-Bass Publishers.
Vicker, L. A., & Royer, H. J. (2006). The complete academic search manual. Sterling, VA: Stylus Publishing.
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