Making the Cut! Presentation on Selection

1. Making the Cut!Presentation on Selection By: Deirdre Murray & Brady Hannett

2. What is Selection? • Selection is not an event, but rather a process in which one individual or applicant is chosen over another individual through a series of decisions. • The goal of the selection processes is to produce a productive workforce committed to attaining the goals and vision of the school or school district.

3. The Purpose of Selection • To fill an employment vacancy with a person who meets the job’s qualifications, appears to have the ability, knowledge, and skills to succeed, will remain with the system, will be an effective contributor to the organization, and will be sufficiently, if not highly, motivated.

4. The Purpose of Selection • Eliminate candidates who are not likely to succeed before they become employees.

5. What are the components of the selection process? • Job Content – Important job tasks associated with the position. • Job Criteria – Performance indicators that the employee must possess. • Job Predictors – Measurement of the job criteria associated with knowledge or specific skills. • Job Analysis –What, how, and why tasks are performed.

6. Model of Human Resource Selection Process Source: The Human Resource Function in Educational Administration, (8th ed.).

7. Job Content • Those important job tasks performed by position holders. • A Systematic Job Analysis is required to identify the important job tasks.

8. Job Criteria • Actual performance indicators that employees must possess in order to perform the job. • Inferred Process- involves a required knowledge base • Observed Process- involves a specific skill

9. Job Predictors • Measure those job criteria associated with knowledge and/or specific skills • Subjective data- performance from an interview • Objective data- results from an analysis of transcript grades • Used to assess the preemployment qualifications of candidates relative to the job(s) to be performed.

10. Job Analysis • Focuses on the tasks comprising the job rather than the person performing the job. • Look at what tasks should be performed, how these tasks should be performed, and why these tasks are performed. • Should be performed before any applicants are interviewed.

11. Expected Outcome of the Job Analysis • Should yield 15 – 25 different job tasks • Essential Job tasks are retained • Nonessential job tasks are eliminated • Job tasks should be grouped according to common characteristics and dimensions • “As a rule, there should be 4-8 dimensions, depending on the number of task statements” (Heneman et al., 2000, p. 167).

12. Job Criteria • Task dimensions are used to define actual job criteria used in the selection process. • Knowledge and skill requirements are defined by the Equal Employment Opportunity Commission (EEOC) guidelines on employee selection. • Knowlwedge is defined as “a body of information applied directly to the performance of a function”(EEOC, 1978). • Skill is defined as an “observable competence to perform a learned psychomotor act” (EEOC, 1978).

13. What are some specific indicators of teacher success? • Certification in Specific Area • National Board Certification • No Child Left Behind Competencies • Teacher Perceiver Interview for Predicting Performance of Classroom Teachers (Gallup) • The Interview

14. The Application The application gathers basic but important information about: • Educational background • Work experience • Certifications held • Convictions held - Other information

15. Application Form • Written statements • Design of application must not violate EEOC guidelines • EEOC eliminated race, national origin, sex, age, religion, disabilities. - What are some discriminatory and nondiscriminatory questions that might be asked in the application?

16. Cannot Ask Arrest Record Religious Affiliation Nationality Age or Date of Birth Nature of Disability Marital Status Can Ask Conviction Record Limitation on Work Days Language Spoken Dates of Graduation Ability to Do the Job If Worked under Another Name Discriminatory/ Nondiscriminatory Questions Source: The Human Resource Function in Educational Administration, (9th ed.).

17. Preliminary Interview Job Fairs • Helps identify potential candidates for a comprehensive interview. • Helps weed out less qualified candidates eliminating lost time, money, and resources. • Offers the recruiter access to a larger pool of potential candidates.

18. Planning the Interview • Review applications and files carefully • Summarize information • List Team Strengths • Areas the team needs to develop • Develop questions that elicit responses pertaining to how the individual could integrate with the team and vision of the school.

19. What Models Can be Used to Design an Interview? • Structured Interview Model • Behavior Model • Panel Interviews

20. Conducting the Interview • Predict future potential through past performance • Explore past work experiences with the applicant and record strengths and concerns • Select a team to share insights, etc. • Provide a measure for selection

21. The Interview • Purpose is to gather information relative to predetermined dimensions. • Collect notes • Pace questions • Keep to timeline • Look for a person that best fits the situation • Try to get a team consensus • Ask other members of the interview team “why they picked their candidate?”

22. Sample Interview Question • How will you assess your students, formally and informally, to determine how and what they have learned? • How would you use data to enhance the school improvement plan process?

23. Interview Question Activity

24. Skills/Processes required for conducting an effective interview The reliability of the information is affected by: • Physical setting • Psychological atmosphere • Interviewer’s personal skills • Interviewer’s listening ability • Quality of note taking • Quality of interview questions

25. Reference and Background Checks • Letters of Recommendation • Personal Letters • Professional Letters • Standardized Reference Forms • Criterion Referenced – Involves rating potential candidates according to some predetermined standards/content. • Norm Referenced – Involves a comparative ranking of job candidates.

26. Evaluating the Candidates • Apply the criteria or use a matrix • Provide summary statement relative to each criteria and a synthesis of the interview and personnel file • Look for the person that is the best fit for the team or school

27. Final Selection • Make a recommendation to personnel department or superintendent • Recommendation taken to the board • Contract drafted • Notification by phone call or letter to successful and unsuccessful candidate(s) • Follow-up/Evaluation

28. Helpful Resources • FEDERAL LEGAL REQUIREMENTS REGARDING EMPLOYMENT http://www.fldoe.org/eeop/notebook/fedempindex.asp http://www.eeoc.gov/policy/regs/index.html • STATE RESOURCES http://www.fldoe.org/eeop/notebook/stateempindex.asp

29. References Arvey, R.D. & Faley, R.H. (1992). Fairness in selecting employees. (2nd ed). Reading, MA: Addison-Wesley. Clark, S.G. (1998). “Interviewing job applicants: Asking the right questions.” West Education Law Reporter. (128Ed. Law Rep 939). Heneman, H.G., Judge, T.A., & Heneman, R.L. (2000). Staffing organizations (3rd ed.). Middleton, WI: Mendota House. Young, I.P. (2008). The Human Resource Function in Educational Administration, (9th ed.). Upper Saddle River, NJ: Pearson Education, Inc. Young, I.P. & Castetter, W.B. (2004). The Human Resource Function in Educational Administration, (8th ed.). Upper Saddle River, NJ: Pearson Education, Inc.