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EQUITY HANDBOOK

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					                     EQUITY
               HANDBOOK
          For LRCCD EQUITY (INTERVIEW) REPRESENTATIVES



             LOS RIOS CCD




               March 2006
   Developed by Campus Equity Officers:
          ARC – Pamela Walker
         CRC – Katherine McLain
           FLC – Monica Flores
             SCC – Julia Jolly
            DO – Dolly Green

Compiled by District Human Resources Office
                                                         1
                       EQUITY HANDBOOK
                                         Table of Contents

    I. Chancellor’s Letter

II. Confidential and Privileged Information

III. Best Practices for Hiring Effectively

IV. Roles, Functions & Responsibilities
     Role of Equity Representative
     Functions
     Overview of Hiring Process
     BOG Report
     Responsibilities
     P130 Document
     Text of Prop 209

 V. Mission and Mandate
     Board Policy
     Title 5

VI. Reference Materials
        Hiring Regulations and Procedures
             Full-Time Faculty
             Faculty Hiring Manual
             Full-Time Classified
             Full-time Managers
             Adjunct Faculty

        Sample Diversity/Equity Interview Questions
        Hiring Effective Faculty

       (Note: LRCCD Board Policies, regulations and the faculty hiring manual sections included in this
       handbook are current as of December 2002. LRCCD Board policies and regulations may be found at
       the LRCCD website www.losrios.edu)

2
March 1, 2006

Dear Los Rios Equity Representatives,

Thank you for agreeing to serve as an Equity Representative. I realize the multitude of duties that
we all perform; your dedication in this role is greatly appreciated in making our District a fair and
equitable employer of choice with a commitment to diversity.

It is our charge to ensure we remain an employer who is equitable to all applicants, treating each
with respect and dignity. This handbook has been developed to help you guide the committees
through the hire process. The Equity Representative’s role is to ensure that each candidate is treated
fairly, without discrimination or preferential treatment, and to ensure our top applicants demonstrate
sensitivity to and understanding of the diverse academic, socioeconomic, cultural, disability, and
ethnic backgrounds of community college students.

The Campus Equity Officers will be conducting annual training for all Equity Representatives, as
well as training those who serve on hiring committees. Should you have any questions as to your
role in this process, or questions regarding the process itself, please feel free to contact your Campus
Equity Officer.

Thanks again for your time and efforts in making Los Rios Community College District an equitable
employer and a positive place to work.


Sincerely,


Brice W. Harris
Chancellor




                                                                                                        3
March 1, 2006


REGARDING: Confidential and Privileged Information

Dear Equity Officers and Equity Representatives:

The Human Resources Office is very appreciative of your role and service as it relates to providing
an environment of equity or, ―quality control‖ during the screening and selection process. The role
of assuring a process that focuses on the skills, knowledge and abilities of individuals rather than
items such age, gender, lifestyle, parental status, ethnicity, religion, or disability is critical.

Another important role we continue to require of our Equity Officers and Equity Representatives
involves training and assuring confidentiality within the process. While the selection committees
have always recognized the need to protect confidentiality with respect to the applicants, rankings,
discussions, etc. we are requesting additional caution be provided with respect to the application
paperwork.

In recent times, laws relative to release of social security numbers have been passed in light of
―identity theft‖. While the submission of a social security number on the application is no longer
required this information is often on transcripts along with birth dates, maiden names and other
information that we all deem as personal and confidential.

We ask your support and commitment to training all committee members on responsibilities and
actions that provide for equity and confidentiality.

On behalf of Human Resources and the numerous applicants you will encounter THANK YOU.


Ann Aaker
Associate Vice Chancellor
Human Resources




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    Best Practices for Hiring Effectively
Responsibilities of the Chair
   Guide, direct, facilitate, and oversee committee meetings.
   Maintain compliance with all district policies and procedures governing the process.
   Review committee responsibilities with members.
   Monitor the overall process for fairness.
   Create confidential folders for committee members.

Responsibility of Equity Representative
   Monitor the hiring process to ensure that no candidate is unfairly discriminated against.
   Report allegations of noncompliance to the Equity Officer.

Responsibilities of Committee Members
   Receive EEO training of district policies and procedures.
   Actively participate in the process.
   Develop rating criteria.
   Develop interview questions.
   Evaluate and rate candidates.
   Interview candidates.
   Selection of final candidates to refer for final interview.
   Maintain confidentiality before, during and after the process has been completed.
   Be fair and consistent in applying the evaluation criteria.
   Notify the Equity Rep if you discover an unfair or bias practice occurring.

Confidentiality
   The hiring process is a highly sensitive and confidential process. It is critical that all selection
    committee members and those associated with this activity maintain the highest degree of
    confidentiality in order to preserve the integrity of the process.

Candidates with Disabilities
   Each letter to applicants invited to interview should included the following statement, ―If you
    require and ADA accommodation, please contact _________ (include name and phone number
    of Chair).
   If an applicant requires/requests accommodations for the interview process, the Chair and
    Equity Officer need to work collaboratively to meet the requested accommodation needs.
   It is unlawful to ask an applicant questions about his/her disability before a job offer is made.
    Even if the committee becomes aware of an applicant’s disability during the hiring process, the
    committee may not ask about its nature or severity. These questions can only be asked after a
    job offer is made.

                                                                                                           5
Screening Criteria
   Create screening criteria directly from the job announcement based on education, ability,
    knowledge, and experience that are measurable by the contents of the application materials.
   Conduct screening without reference to or consideration of perceived or actual race, ethnicity,
    religion, disability, sexual orientation, or other protected characteristics.
   Rules for Screening
         o Do not write on any application materials.
         o Do not make copies of any application materials.
         o Apply the grading criteria fairly and consistently to all applicants.
         o Read all applications fairly.
         o Maintain confidentiality of all applications.
         o Do not remove applications from the designated site.

Interview Questions Criteria
   Create questions that elicit specific work experiences and professional accomplishments.
   Discuss as a committee what traits a successful candidate should possess.
   Make a list of the knowledge, skills, and abilities that would result in superior performance in
    that position.
   Use questions that require the candidate to draw from past experience.
   Elicit specific examples from candidates. This requires a candidate to really think about answers
    and helps prevent him/her from giving a prepared statement.
   Ask results-based questions: Examples:
        o Give a brief overview of your experience as it relates to this position. Please describe
             your most significant accomplishment in a recent position.
        o Please describe your experience working as a member of a team, the role you played, and
             the outcome of the project.
        o How have you worked to enhance your own professional development?
        o Provide a specific example of a challenge you have encountered in a classroom that dealt
             with teaching a diverse student population, the steps you took to address it, and the
             learning outcome.
     Tell the committee about a time when you faced a difficult ethical dilemma on the job and
        how you handled the situation.
     Give examples of specific events that have shaped your approach and appreciation for
        dealing with diverse groups of individuals in your learning environment.

Prior to First interview
   The committee should take time collectively to:
    o Review the job announcement.
    o Assign questions to committee members.
    o Discuss general framework for successful responses to individual questions.
    o Prior to each interview the committee should briefly review the candidate’s application.




6
Rules for Interviews
   Be fair, consistent, and impartial in your assessment and scoring.
   Write down as much specific information as possible that weighs into your score value.
   Do not draw on your interview sheets or write down non-relevant information like: did not
    comb hair, did not wear jacket, cologne or perfume issue etc. because those do not relate to the
    candidate’s ability to do the job.
   Be professional, courteous, and attentive at all times recognizing, that you represent the college.

Rules Between Interviews
   Do not advocate for a candidate.
   Do not voice opinions against candidates.
   Do not compare candidates.
   All the above are done only after all committee members have finished scoring all candidates.
   Never share personal experiences involving candidates. This can create bias and influence the
    judgments of other committee members, and you may also subject yourself to personal liability.

Things to Remember for the Interview
   Water for candidates
   Name markers for committee members
   Tissue box
   Calculators (optional)
   Extra pens or pencils




                                                                                                          7
           The Role of the Equity Representative
   To ensure nondiscrimination and equal treatment of any individual on the
    basis of ethnicity, race, color, gender, disability, religion, age (over 40), national
    origin, ancestry, sexual orientation, political affiliation or belief, parental status,
    or marital status through the screening and interviewing process.

   To remind the committee members that their task is to recommend ―the most
    qualified candidate for the institution including such factors as academic
    credentials, employment experiences, role model, community involvement,
    professional relationships, and teaching abilities.‖

   To assist in promoting a “fair and equal” screening and interviewing process
    whereby biases are eliminated.

   To encourage the inclusion of a question to assist the committee in
    determining the candidates’ sensitivity to and understanding of the diverse
    academic, socioeconomic, cultural, disability, and ethnic backgrounds of
    community college students, staff and faculty, e.g., ―What experience have you
    had working with students of different ethnic or cultural backgrounds?‖ (Wait
    for answer.) ―What about this experience was most difficult for you?‖ or
    ―Community college students are now more diverse ethnically, linguistically,
    and culturally. Some students may be physically challenged, have learning
    disabilities, or communication problems. Please tell us how you will meet the
    special needs of these students.‖

   To assist the chairperson in developing the best climate possible whereby the
    interviewed candidates can be at their best.




8
                 Functions of the Equity Representative

The Equity Representative:

 Serves as a voting committee member and technical advisor during the selection
  process.

 Participates in the development of paper screening, interview criteria, and the
  interview questions utilized in the selection process.

 Participates in and monitors the paper screening and interviewing processes and
  brings problems to the attention of the Equity Officer.

 Provides assistance in monitoring the interview time allotted per candidate.

 Ensures that each candidate shall be asked an identical set of questions and shall
  be given the same amount of time to answer a set of questions. Any clarification
  needed for a response will not use conjecture or leading questions.

 Ensures that the questions asked are job related and that the committee does not
  add any questions which are not job related.

 Ensures that the Screening/Interview Committee conversations shall be limited
  to the written application and supplemental materials and any applicable responses
  in the interview.

 Assists the Screening/Interview Committee in keeping all conversations relating
  to candidates job related.

 Reports instances of non-compliance to the campus Equity Officer.

 Completes form P130 regarding the screening and interviewing process.
Note: The Equity Representative can intervene in the screening and/or interviewing process if he/she
observes discriminatory remarks, bias against or favoritism toward a candidate(s) based on ethnicity, race,
color, gender, disability, religion, age (over 40), national origin, ancestry, sexual orientation, political affiliation
or belief, parental status, or marital status, and/or other actions which jeopardize the integrity of a fair and
equal process for all candidates.

                                                                                                                       9
         EQUITY HANDBOOK
             Hiring Process Overview

     Recruitment / Advertisement

                          
     Initial Committee Meeting

                          
     Screen / Interview Question Development

                          
     Screen / Select Interviewees

                          
     Interview / Rank Candidates

                          
               Discuss Top Candidates
     (faculty only)

                          
                Re-rank Candidates
                   (faculty only)

                          
               Second Level Interview
                  (for some positions)

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                                       EXCERPTS FROM:

                   BOARD OF GOVERNORS
          EQUITY AND DIVERSITY TASK FORCE REPORT
                                       OCTOBER 2002

A. Sensitivity Hiring Criteria. The evaluation of sensitivity to and understanding of our diverse
    students should be part of every stage of evaluating candidates for faculty, classified, and
    administrator positions. In order for this qualification to be gauged during paper screening,
    questions about sensitivity to and understanding of diversity should be included in the
    application or supplementary questions. Candidates should be asked how their sensitivity to
    understanding of a diversity of perspectives are demonstrated in their personal background,
    education, and/or experience and what special skills, knowledge, or ideas about meeting the
    needs of diverse students they would bring to the college. The following methods are
    recommended to assess a candidate’s understanding of and sensitivity to the diversity of
    community college students:

    1. The evaluation of candidates according to their demonstrated ability to respond effectively
       to such issues of diversity as: academic preparation, culture, gender, race, ethnicity, sexual
       orientation, socioeconomic circumstances, and disability.

    2. The evaluation of candidates according to their demonstrated experience in developing or
       participating in successful efforts to assist and encourage community college students and
       others like them in achieving their goals.

    3. The recognition of proficiency in a language other than English, especially a language spoken
       by a significant portion of the student body.

    4. The evaluation of experience in developing or participating in mentoring or cohort
       programs.

    5. The recognition of the sensitivity of candidates who have been community college students
       and who have received financial aid or participated in EOPS, DSPS, CalWORKs, or similar
       programs while they were students.

    6. The evaluation of candidates’ formal training in or demonstrated ability to offer instruction
       that addresses a variety of learning styles.




                                                                                                  11
     B.     Training Program for Committee Members on Hiring Committees. The
          training programs should:

             1. Convey a sense of the educational, vocational, and social values to students and
                the campus community of a rich variety of backgrounds and perspectives
                among its members;

             2. Reduce committee members’ resistance to cultural differences and induce a
                positive appreciation of such differences;

             3. Communicate clearly the legal and ethical injustice of discrimination based on
                cultural and racial difference, age, gender, religion, disability, and other similar
                factors. The training should also illustrate the damage—social, socioeconomic,
                and psychological—that has occurred as a result of discriminatory practices;

             4. Communicate the importance of campuses becoming cultural models for
                students: that by providing an environment which honors diversity and is free
                of prejudice, the college/district can produce in students attitudes that will
                contribute to the elimination of bigotry in the larger community;

             5. Provide committee members with specific strategies and techniques for
                promoting inclusiveness in job descriptions, advertising, paper screening, and
                interviews, as well as eliminating unintended exclusiveness; and,

             6. Persuade committee members that good hiring practice demands that we reach
                the broadest pool of potential candidates and hire the candidate who will be
                the greatest asset to students and the campus community




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                                                                EQUITY HANDBOOK
                                Responsibilities of the Equity Representative on Hiring Committees for Permanent Staff
      ACTIVITY                                                     TASK                                                    TOOLS
Before the panel meets         Review hiring process.                                                             Faculty Hiring Manual
                               Communicate with the committee chair.                                              Classified Hiring Regulations
                                                                                                                  Role and Functions of the
                                                                                                                  Equity Representative
                                                                                                                  P/R-5121, P/R-6122, P/R-9122
During the first committee     Communicate your role and function to other panel members.                         Faculty Hiring Manual
meeting                                                                                                           Role and Function of the Equity
                                                                                                                  Representative
During the gathering of         Ensure that the interests/criteria are job related, do not reflect bias against   Hiring Effective Faculty
interests/criteria              or favoritism toward any candidate based on race, color, gender, disability,
                                religion, age (over 40), national origin, ancestry, sexual orientation,
                                political affiliation or belief, parental status, or marital status, are broad
                                in nature, and cover all aspects of job responsibilities.
During the writing of         Ensure that the screening criteria are job related, are limited to terms on the    Job Description
screening criteria              job description, can be evaluated from the written materials, are broad           Faculty Hiring Manual
                                enough so that candidates with potential are not automatically eliminated.        P/R-5121, P/R-6122, P/R-9122
                              Ensure that there are not multiple screening criteria measuring the same           Hiring Effective Faculty
                                skills, that ways to assess the candidate in each area are discussed, and that
                                the weighting for each screening criteria is discussed
                              For faculty and management positions, ensure that there is a screening
                                criteria related to a candidates’ sensitivity to and understanding of the
                                diverse academic, socioeconomic, cultural, disability, and ethnic
                                backgrounds of community college students, staff and faculty.




                                                                                                                                                    13
       ACTIVITY                                                       TASK                                                    TOOLS
During the writing of              Ensure that the interview question topics are written before the screening           Hiring Effective Faculty
interview questions                process begins and are finalized before the candidates to be interviewed are      Interview Questions for Cultural
                                   selected.                                                                          Competence
                                   Ensure that the interview questions are job related, are broad in nature, do      P/R-5121, P/R-6122, P/R-9122
                                   not have one right answer, reflect the interests of the hiring committee, and
                                   are written in such a way as to be easily understood by all potential
                                   candidates.
                                     For faculty and management positions, ensure that there is an interview
                                         question related to a candidate’s sensitivity to and understanding of the
                                         diverse academic, socioeconomic, cultural, disability, and ethnic
                                         backgrounds of community college students, staff, and faculty.
                                     Ensure that there are not multiple interview questions measuring the
                                         same skills and that the weighting for each question is discussed.
During the                         Review the applications and apply the screening criteria.                         P/R-5121, P/R-6122, P/R-9122
screening/selection process        Monitor the selection process for fairness.                                       Faculty Hiring Manual
                                                                                                                     Classified Hiring Regulations
During the interview               Monitor process to assure a level playing field for all candidates:               P/R-5121, P/R-6122, P/R-9122
                                    All are asked the same questions;                                               Faculty Hiring Manual
                                    All have the same amount of time;                                               Classified Hiring Regulations
                                    Follow up questions are handled in a comparable fashion;
                                    Role plays are scripted as much as possible;
                                    Content experts are identified and understand their role;
                                    No discussion of candidates occurs during the interview process.
                                   Assist with creating a good environment for the interview.
                                   Assist with tabulating the rankings and identifying the finalists.
During the discussion of           Ensure that all aspects of this discussion are job related and that all           P/R-5121, P/R-6122, P/R-9122
candidates (faculty positions)     committee members’ voices are equal in the conversation.                          Faculty Hiring Manual
                                   Assist with tabulating the rankings and identifying the finalists (for faculty    Classified Hiring Regulations
                                   and administrative hiring only).

After the interview               Complete the P130.                                                                Faculty Hiring Manual
                                   May meet with the President, VP, and Dean to review the candidate that the
                                   president intends to recommend.
During all phases                  Discuss concerns with the Committee Chair and/or Equity Officer.

14
15
                                                 Los Rios Community College District
                                      EQUAL OPPORTUNITY EMPLOYMENT CHECKLIST

A. Position Information

      ARC      CRC     FLC/EDC SCC               Outreach _______________           Other __________________

      CERTIFICATED                 CLASSIFIED                  MANAGEMENT

Operating Unit: _________________ Position Title: ______________________ Position No.: ____________

B. Screening Committee                                                                                                YES             NO

 1. Did the committee members review the job specifications for the position?

 2. Were job-related objective criteria established for selecting candidates to be interviewed?

 3. Were the criteria broad enough to ensure a diverse applicant pool?

 4.     Did the committee include a diverse membership which will bring a variety of perspectives to the
        assessment of applicant qualifications?

 5. Was a standard rating system established for screening the applicants?

C. Interview Committee

        Did the committee include a diverse membership which will bring a variety of perspectives to the
        assessment of applicant qualifications?

 2. Was the committee advised of standard interview procedures?

 3. Did the committee review the job specifications for the position?

 4. Did the committee develop standard questions to be asked of each candidate?

 5. Were the same questions asked of each candidate?

 6. Were the same committee members present for all interviews?

 7. Was a standard rating system established for interviews?

Comments: _________________________________________________________________________________________________

 ___________________________________________________________________________________________________________


__________________________                ________________________________________________________________
Date                                          Equity Representative
          Please forward completed form to appropriate Dean/Director or President/Vice Chancellor for forwarding to
          District Human Resources.
P-130                          PerezA-U:\Data\Docs\Forms\P-130 EO Employment Checklist                 Rev. 2/91; 1/94; 12/00; 9/02


           16
                                 The text of Proposition 209
                        (Article I, Section 31 of the California State Constitution)

(a) The state shall not discriminate against, or grant preferential treatment to, any individual or
group on the basis of race, sex, color, ethnicity, or national origin in the operation of public
employment, public education, or public contracting.

(b) This section shall apply only to action taken after the section’s effective date.

(c) Nothing in this section shall be interpreted as prohibiting bona fide qualifications based on
sex which are reasonably necessary to the normal operation of public employment, public
education, or public contracting.

(d) Nothing in this section shall be interpreted as invalidating any court order or consent
decree which is in force as of the effective date of this section.

(e) Nothing in this section shall be interpreted as prohibiting action which must be taken to
establish or maintain eligibility for any federal program, where ineligibility would result in a
loss of federal funds to the state.

(f) For the purposes of this section, "state" shall include, but not necessarily be limited to, the
state itself, any city, county, city and county, public university system, including the University
of California, community college district, school district, special district, or any other political
subdivision or governmental instrumentality of or within the state.

(g) The remedies available for violations of this section shall be the same, regardless of the
injured party’s race, sex, color, ethnicity, or national origin, as are otherwise available for
violations of then-existing California antidiscrimination law.

(h) This section shall be self-executing. If any part or parts of this section are found to be in
conflict with federal law or the United State Constitution, the section shall be implemented to
the maximum extent that federal law and the United States Constitution permit. Any provision
held invalid shall be severable from the remaining portions of this section.




                                                                                                       17
                Intent and Accountability for Equal Opportunity P-5111
5100   EMPLOYMENT PROCEDURES
5110   Equal Opportunity in Human Resource Practices

                   Policy - 5000 Certificated Personnel || Table of Contents || Next

1.0 Board Intent
       1.1 It is the intent of the Governing Board of the Los Rios Community College
       District to implement fully a program that adheres to the equal employment
       opportunity policies of the District; the guidelines of the Board of Governors of
       California Community Colleges; and complies fully with the acts of Congress; the
       laws of the State of California; and the rules, regulations and guidelines pertaining
       thereto.
       1.2 The Governing Board has the overall responsibility for insuring equal
       opportunity and equal employment opportunity in recruitment, assignment,
       promotion, retention, compensation and staff development, and for improving the
       representation of underrepresented groups in all areas where discrimination has been
       shown. The Governing Board may delegate this responsibility to the Chancellor.
       1.3 All employees involved in the implementation of equal opportunity programs
       shall assume responsibilities and duties as outlined in the administrative regulation.
       1.4 No staff member, no applicant, nor any person involved in employment relations
       with the District shall be discriminated against or excluded from any benefits,
       activities or programs on the grounds of race, color, gender, disability, religion, age
       (over forty), national origin, ancestry, sexual orientation, political affiliation or belief,
       or marital status. It is the goal of the Board to:
               1.4.1 Provide the students of the District with a staff representative
               of the community.
               1.4.2 Provide students with models with whom they can identify and
               whom they can recognize as examples of occupational achievement
               at all levels and in all departments.
               1.4.3 Provide an opportunity for students to be instructed by and
               relate to members of all races, ethnic groups and women in order to
               help alleviate unlawful discrimination.
               1.4.4 Guarantee to all candidates the same opportunity for
               employment, advancement and change of assignment.

       1.5 It is the intent of the Board that the District take action whenever and wherever
       an assessment of conditions indicates that individuals or groups are discriminated
       against or excluded from full participation in the benefits, activities or programs of
       this District.

       1.6 When there is an underrepresentation in a job class or classes in the District work
       force, the District practices and policies shall be studied to determine if there are
       factors contributing to the unbalance. Employment practices which constitute
18
       barriers to equal opportunity shall be identified and corrective action designed to
       eliminate the barriers shall be taken.

2.0 Staff Equity
       2.1 Each College shall establish a Staff Equity Committee.
       2.2 The Staff Equity Committee shall be headed by the Equity Officer and shall
       consist of staff trained in equal opportunity, equity issues and diversity.
3.0 Internal Dissemination
       3.1 All District employees shall be made aware of the Districts equal opportunity
       plan.
4.0 External Dissemination
       4.1 Recruiting sources and applicants shall be notified that the District is an equal
       opportunity employer.
       4.2 Community agencies, organizations and educational institutions shall be notified
       of the policy in order to solicit their assistance in recruiting underrepresented groups
       (as defined in Title 5 §53002 (n)), and disabled applicants.
5.0 Staff Development
       5.1 The District office and the colleges will provide staff development opportunities
       as necessary to accomplish the District's goals in accordance with collective
       bargaining agreements and District policy.


Policy Adopted:          6/30/65
Policy Revised:          5/17/67; 1/17/68; 11/19/69; 12/16/70; 4/19/72; 1/23/74;
                         8/15/79; 9/3/80; 10/20/82; 10/2/85; 4/23/86; 2/21/90;
                         12/6/00; 10/1/03
Policy Reviewed:
Adm. Regulation:          R-5111

  Policy - 5000 Certificated Personnel || Table of Contents || Top of Page || Next




                                                                                                  19
                                   Selection and Recruitment:
                                   Full-Time Faculty R-5121
5100   EMPLOYMENT PROCEDURES
5120   Equal Opportunity in Human Resource Practices

       Regulation - 5000 Academic Human Resources || Table of Contents || Back || Next

1.0 Job Announcements
        1.1 Job announcements shall clearly state the job specification and shall set forth
        those skills which are necessary for job performance, including the required training
        and experience related to those skills. Only bona fide occupational qualifications
        shall be included in job announcements.
2.0 Building an Applicant Pool
        2.1 Open positions shall be advertised broadly in order to insure that interested
        members underrepresented groups are included in the qualified applicant pool for
        the position.
        In addition to sending position announcements routinely to:
                      Los Rios Board of Trustees

                      Los Rios Faculty (for faculty openings)

                      Exclusive Representative of the bargaining unit with the
                       opening

                      College and university placement departments throughout the
                       state

                      Local School Districts

                      Ethnic Minority Organizations

                      Women's Organizations

                      Employment development agencies and similar employment
                       agencies

                      Agencies for persons with disabilities

        and recording the announcement on the job line (also publicized widely), it may be
        necessary to locate qualified individuals from protected groups in underrepresented
        areas by:
                      Advertising in journals and newspapers with protected group
                       readership as well as in newspapers having wide general
                       circulation;
20
                      Contact members of underrepresented groups working in or
                       attending predominantly minority colleges;

                      Contacting women working in or attending predominantly
                       women's colleges;

                      Notifying individuals with applications in the appropriate
                       subject matter applicant file to discover their interest in
                       applying for the specific position opening;

                      Contacting members of underrepresented groups seeking
                       work in business and industry;

                      Using professional registries and data banks, specifically those
                       with listings of protected group members;

                      Consulting with local underrepresented groups' organizations
                       and agencies regarding recruiting efforts.
       2.2 The District shall be identified as an Equal Opportunity Employer;

       2.3 Full-time faculty positions should be advertised for not less than 40 days;

       2.4 All applicants shall be given an opportunity to identify the underrepresented
       group to which they belong for the purpose of monitoring employment practices.
       (Title 5, § 53023) This confidential information will remain in the Human Resources
       Office for research purposes.

3.0 Certifying the Composition of the Qualified Applicant Pool (Title 5, § 53023)
       3.1 The Associate Vice Chancellor, Human Resources will review applications before
       they are forwarded to the College where the position opening exists and certify that
       qualified applicants from underrepresented groups are among those included in the
       pool. If extensive recruitment efforts have produced no such applicants for a specific
       position, the Vice Chancellor, Human Resources shall so state.
       3.2 The Human Resources Office will maintain applicant flow data showing the total
       number of qualified applicants for each open position as well as the number of
       applicants from underrepresented group applicants.

4.0 Application Review Process
       4.1 The Human Resources Office will review the applications and supporting
       documents of all applicants. Materials of those applicants who meet the minimum
       qualifications of the position will be forwarded to the College President who is
       responsible for implementing the process.
5.0   Screening Committee
       5.1 The screening committee is a subset of the interview committee and has a
       minimum composition of: a) the Equity Officer or representative; b) one
       administrator, and c) one faculty member from the department. Additional members
       of the interview committee may serve on the screening committee if they so choose.

                                                                                                21
       5.2 Criteria for college selection of candidates - Prior to reviewing applications, the
       screening committee, with the approval of the appropriate dean, shall establish the
       basic objective criteria for the selection of candidates. The criteria shall be broad
       enough to include underrepresented applicants. The committee shall be informed
       about the work force composition goals of the operating unit.

6.0 Interview Committee
       6.1 The interview committee is composed of a) The Equity Officer or representative;
       b) three to five faculty from the area, appointed by the Academic Senate President
       after consultation with the Department Spokesperson or Dean; c) the Dean of the
       area; d) a management representative appointed by the College President; and e) a
       student appointed by the college Student Association President. The interview
       committee shall include those who served on the screening committee and shall
       include women, men and ethnic minority group representation.
               6.1.1 For positions in which faculty work closely with classified staff,
               a classified employee may be included as a member of the
               interviewing committee. This determination shall be made by the
               College President or designee in consultation with the Academic
               Senate President. The classified employee will be selected by the
               College President or designee with recommendation by a college-
               recognized classified committee where it exists.
               6.1.2 If any member of the appointed committee, with the exception
               of the Equity Officer or designee, is not present for the entire
               interview process, that member's rating/ranking input shall be
               discarded. If, after the appointing authority has been notified of the
               need for representative(s), no appointment is made within two (2)
               weeks or if any appointed representative fails to participate, the
               process may be conducted without these representatives.
       6.2 Interviewing procedures - The college interview committee, prior to any
       interviews, shall review standard procedures for interviewing, develop core questions
       to be asked, prepare the rating device and set the time limit for the interviews.
               6.2.1 College interview committees shall be informed by the Vice
               President or designee regarding appropriate questions. Staff
               members of District Human Resources Office will provide any
               needed assistance.
               6.2.2 At the conclusion of the interviews, each member of the
               committee will complete the rating sheets and assign individual
               rankings to the applicants. The individual rankings will be submitted
               to the chair of the committee.
               6.2.3 The Equity Officer or representative will check the procedures
               again to insure compliance with all equity requirements.
       6.3 The interview committee chair will rank the applicants in accordance with the
       rankings submitted by the interview committee and report the top three candidates
       (or up to five in case of ties) in alphabetical order to the committee. The Vice
       President and/or President shall join the committee for a discussion of strengths and
       weaknesses of the top candidates.

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               6.3.1 Additional interviews of the applicant may be conducted by the
               College President and/or designee.
        6.4 The College President or designee will check references for the recommended
        candidates.
        6.5 When the College President or designee has decided which candidate is to be
        recommended for the position, all necessary paperwork to be completed is
        forwarded to the Director, Human Resources.
               6.5.1 Such documents include the recommendation for the
               employment of faculty (P-673); the equity report (P-130); the
               interview committee and recommendation report (P-131); the
               objective criteria for screening; core interview questions; and the
               individual interview committee members' rating sheets and the final
               checklist for recommendation appointment.
7.0 Hiring Procedure
        7.1 The Director, Human Resources will review the procedures for selection of the
        person to be recommended for appointment as submitted by the colleges.
        7.2 The candidate’s name will be submitted to the Board for approval at a regular
        meeting of the Board.
8.0   Criminal Background Check
        8.1 Applicants shall be fingerprinted via livescan at the State Department of Justice
        or another qualified law enforcement agency. Employment shall not commence until
        clearance has been approved by Human Resources.
        8.2 Applicants shall be required to pay the cost of the fingerprinting and processing.
        8.3 When warranted by exigent circumstances as determined by the Vice Chancellor,
        Human Resources, an employee may be permitted to begin work prior to clearance
        having been granted by Human Resources.
        8.4 Police records shall be shown only to those with the legal right to see them.
9.0   Notification
        9.1 All persons who were interviewed will be notified by the College President/designee as
        to whether they were successful or unsuccessful candidates as soon as possible.


Adm. Regulation Adopted:         8/15/79     (Formerly R-5114 and R-5115)
Adm. Regulation Revised:         9/3/80; 10/20/82; 2/21/90; 10/9/00; 8/25/03
Reviewed:
Board Policy:                    P-5121




                                                                                                 23
                                LRCCD
                “HIRING MANUAL FOR FULL-TIME FACULTY”
                             January 2003
                                            (pages 7-19)

V. HIRING COMMITTEE

A. Confidentiality

     1.   The entire selection process requires the greatest sensitivity on the part of the committee
          members regarding the need for confidentiality.

     2.   The rights and reputations of the candidates must be protected. Ratings and comments
          made by committee members must not be shared.

     3.   In order to provide equal opportunities for all candidates, strict confidentiality must be
          maintained regarding the interview questions and the topic(s) of the work sample(s).

B.   Composition of the Hiring Committee (R-5121)

     1.   The Hiring Committee is comprised of a total of six to ten persons selected, as follows:
          a. Three to five faculty members, appointed by the College Academic Senate President.
          b. The supervisor of the department or area (usually the Area Dean) appointed by the
             College President.
          c. The Equity Representative shall be a faculty member certified by the Equity Officer as
             having been trained in equity and diversity matters and selected by the Equity Officer
             from a list provided by the Academic Senate. The list shall be updated annually. If an
             adequate number of faculty are not available to establish a committee, the President,
             with the approval of the Academic Senate President may appoint a non-faculty
             member as the Equity Representative.
          d. An administrative representative appointed by the College President.
          e. A student, if appointed by the college Student Association President (who may consult
             with the area faculty).
          f. A classified employee, for positions in which faculty work closely with classified staff.
             The College President in collaboration with the classified leadership will select the
             classified employee.

     2.   The Academic Senate President shall consult with the Department Chair (if existent) and
          the Area Dean of the Department with the opening before making the faculty
          appointments.

     3.   In basic skills, interdisciplinary subjects, and in areas where service to students requires
          close cooperation between instruction and student services or between instructional areas,
          faculty from several areas may be selected to serve on the Committee.

     4.   The college should include diversity on the committee, including women, men, and a
          member(s) of underrepresented groups.




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C.   Composition of the Screening Committee

     1.   The members of the screening committee shall be selected from the membership of the
          hiring committee. (The screening committee is a subset of the hiring committee.)

     2.   The screening committee shall consist of at least three faculty members, the Equity
          Representative on the hiring committee, and one administrator (generally the dean from
          the discipline).

     3.   Additional members from the hiring committee may serve on the screening committee if
          they so choose.

     4.   Each screening committee member shall rate all applicants independently. If a committee
          member is unable to complete the screening process, the ratings of that individual shall not
          be used.

     5.   The college should include diversity on the committee, including women, men, and a
          member(s) of underrepresented groups.

D. Chair Duties

     1.   The committee chair shall be appointed by the President.

     2.   The chair shall convene the committee, participate in the development of screening
          criteria, establish time lines for completion of the screening, serve as one of the raters, and
          coordinate the final selection of who shall be interviewed.

E.   Equity Officer or Representative Duties

     1.   The Equity Representative shall ensure that throughout the entire screening and interview
          process there is no discrimination against any individual on the basis of race, color, gender,
          religion, national origin, age, sexual orientation, political orientation or belief, disability, or
          marital status. (Board Policy P-5111(1.2.)

     2.   The Equity Representative shall also assist the committee in implementing the equity and
          diversity program established by the district and college. The Equity Representative shall
          complete the (Equity Representative’s Employment Checklist, found in Appendix 3) at
          the conclusion of the entire hiring process.

     3.   Any questions or concerns about instances of unlawful discrimination shall be reported to
          the College Equity Officer.




                                                                                                          25
VI. SCREENING APPLICATIONS

A. Screening Criteria

     1.   Screening criteria are to be developed by the screening committee.

     2.   Screening criteria are to be based on the job announcement.

     3.   Some criteria, which might be considered, are:

          a.   Discipline preparation
          b.   Communication and other interpersonal skills
          c.   Sensitivity to, and knowledge, of, a diverse student body and its needs
          d.   Creativity and innovation
          e.   Leadership potential
          f.   Service in the community
          g.   Recency of training or evidence of updating of skills
          h.   Experience in working with people of varying abilities, ages, and cultures
          i.   Indications of ability for continued professional growth
          j.   Experience with alternative teaching methods

B.   Screening Process

     1.   Screening criteria and rating sheets shall be prepared prior to reviewing applications.
          Applications will be forwarded to the college approximately five working days after the
          position closes.

     2.   Expeditious screening of applications is highly desirable in order to assure that talented
          candidates are still available for interviews.

     3.   Faculty who wish to screen and/or interview must be apprized of the time commitment
          and be willing to make the effort required to complete the screening within the time limits
          which have been predetermined by the chair.

     4.   The amount of time required for screening varies with the size of the pool and the number
          of persons on the committee. With few applications, screening could be accomplished in
          several days. Normally, the selection of those to be interviewed should be completed
          within one or two weeks.

C.   Rating of Candidates (R-5121)

     1.   The members of the screening committee shall meet at the time determined by the
          committee chair with completed ratings of all candidates.

     1.   The chair shall tabulate the committee members' individual ratings of the candidates to
          establish the top candidates.

     3.   The committee will determine the number of candidates to be interviewed and inform the
          Director of Human Resources.



26
     4.   At least two qualified adjunct faculty members who have a level two or three preference
          according to the LRCFT Collective Bargaining Agreement shall be granted interviews if
          they submit applications and meet minimum qualifications (CBA Sec. 4.8.9).

D.   Notification of Candidates

     1.   If the Director of Human Resources determines that the pool is adequate, Human
          Resources will notify the candidates who have not been selected for an interview.

     2.   The committee chair, or designee, will notify those who have been selected and shall
          schedule them for an interview.

     3.   Sufficient time should be allowed between notification and the interview to permit
          candidates to make travel arrangements. A minimum of one week's notice should be
          provided




                                                                                              27
VII. THE INTERVIEW

A. Purpose of the Interview

     1.   The primary purpose of the interview is to obtain information and to evaluate the
          candidates with regard to their ability to perform the duties of the faculty position. The
          interview shall be an assessment of the specific qualities and aptitudes which are important
          for success as a member of the faculty. These qualities may include knowledge of the
          subject matter, the ability to communicate skills orally and in written form, concern and
          respect for students, special ability or aptitude in the areas identified by the
          department/area, the potential for continued professional growth, and personal qualities
          such as enthusiasm, intellectual curiosity, and commitment to the profession.

     2.   A secondary purpose of the interview is to project a positive image of the District, college,
          and the department. Unsuccessful candidates will have other opportunities to apply for
          Los Rios positions. They can be expected to use the interview to assess the climate of the
          college and to determine if this is where they wish to work. It is recommended that there
          be an opportunity for the candidate to have a tour of the college after the interview and
          the department where he/she would be employed, along with some refreshments.

B.   Qualities of a Good Interview

     1.   Timing

          Sufficient time must be allocated to obtain the amount of information needed for an
          interview.

          a. It is recommended that the interviews be scheduled at least 60 minutes apart. This
             allows at least 45 to 50 minutes with each candidate, plus time to review the material
             presented and complete the notes.
          b. The hiring committee chair shall advise the candidate of the time lines that have been
             established by the committee at the start of the interviews. The chair should conclude
             the interviews within the allotted time so that all candidates have equal opportunities
             to make their presentations.

     2.   Establish Rapport

          Candidates are naturally tense; it is the responsibility of the committee to put them at ease
          as much as possible. Smiles, introductions, a bit of small talk or humor are appreciated
          and are appropriate.

     3.   Attentiveness of Interviewers

          Interviewers shall be attentive towards candidates. Smiles, body language indicating
          interest, nods of appreciation, "uh huh's", all help a candidate feel he/she is being well
          received.

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     4.   Structure

          A good interview has a basic structure, starting with an icebreaker question about past
          education and experience. It develops gradually, with questions, which are related
          (whenever possible), moves into more difficult subjects, and concludes with an
          opportunity for the candidate to make a summary statement. Sincere appreciation should
          be expressed by the chair and the committee to the candidate for the effort, time, and
          money expended in coming to the interview.

     5.   Confidentiality

          Assurance of confidentiality is critical to successful interviewing. Ratings and comments
          by committee members must not be shared with anyone outside the hiring process at any
          time.

     6.   Impartiality

          Impartiality is the bedrock of a good interview. Applicants shall be treated fairly. To
          ensure impartiality, interview questions and work sample topics shall not be discussed
          outside of the interview room.

C.   Interview Questions

     1.   The hiring committee will prepare the questions, which are to be asked at the interview.
          The questions are typed onto rating sheets in the office of the President's designee. Space
          for ratings of the work sample(s) and the writing sample should also be provided on the
          rating sheet (sample rating sheet, Appendix 4).

     2.   To provide as much objectivity as possible, the same questions should be asked of each
          candidate in the same manner, by the same committee member, and in the same sequence.

     3.   The committee should decide in advance how much assistance will be offered to a
          candidate who appears to have misunderstood the intent of a question or who answers
          only part of a multi-part question. If it is decided to rephrase or restate the question, the
          same assistance must be provided to other candidates.

     4.   Questions, which give the best results usually, have these qualities:

          a. They are open-ended, allowing the candidate to reveal himself/herself more.
          b. The desired "right" answer should not be apparent from the question. (Don't ask
             leading questions.)
          c. Even though the topic or problem may be complex, the language of the question
             should be clear and easy to understand.
          d. There should be some general prior agreement among the interviewers about the
             essential elements of a meritorious response to a question. Lack of agreement about


                                                                                                    29
              what constitutes a good answer or answers means that the ratings will vary widely,
              have no reliability, and thus no validity.

     5.   Follow-up questions may be asked. The follow-up questions should be related to material
          volunteered by the candidate, e.g., "Can you tell us more about your involvement with the
          individualized learning program you mentioned."

     6.   Generally, 10 to 12 questions plus a work sample can be completed in the 45 to 50 minute
          interview. If the questions are broad and follow-up questions are planned, fewer questions
          might be asked.

     7.   Sample questions. Every interview will contain questions which attempt to assess the
          candidate's subject matter competence and current knowledge of the field. In addition, it
          is suggested that each interview also contain variations of the following questions:

          a. A background question to relax the candidate and to get the interview going, e.g., "Tell
             us about your educational background and work experience, and how they have
             prepared you for the position of            ."
          b. A question aimed at determining the candidate's concern for students, e.g., "If you
             were teaching a 9:00 class and a student routinely arrived 10 minutes late, would you
             consider this to be a problem?" (Wait for his/her answer.) If "Yes," ask "How would
             you handle the problem?" If "No," ask "Why wouldn't this be a problem for you?"
          c. An equity/diversity question, e.g., "What experience have you had working with
             students of different racial or cultural backgrounds?" (Wait for answer.) "What about
             this experience was most difficult for you?"
          d. A final opportunity for the candidate to make a positive statement, "Was there
             anything else you'd like us to know about your candidacy that we haven't asked?"
          e. In addition to the above questions, the committee might want to include a
             motivational or personal qualities question, e.g., "What is there about this position that
             is of particular interest to you at this time?"

D. Demonstration

     A demonstration of professional skills (teaching, counseling, etc.) provides very valuable
     information regarding the probable future performance of the candidate and is to be included
     in all full-time interviews. There are two kinds of demonstrations:

     1.   Advance preparation. Topics are provided to the candidate in advance of the interview.
          The letter confirming the appointment for the interview would contain the information
          that a demonstration will be part of the interview process. Three choices of topics could
          be given, with the candidate to choose any one. The demonstration would measure
          willingness to prepare and ability to deliver when an assignment is known in advance.

     2.   Extemporaneous. A short list of common topics may be presented to the candidate
          during the interview with directions to explain or demonstrate any one. This work sample
          measures the candidate’s ability to think and organize quickly.

30
     Ideally, an interview could include both work samples: a five-minute demonstration proposed
     in advance, and a quick one-minute demonstration of a topic selected from three presented
     during the interview.

E.   Writing Sample

     1.   The ability to write clearly and accurately is essential for any community college faculty
          position, and it is recommended that a writing sample of about a half-hour be a part of the
          selection process.

     2.   Timing

          a. The writing sample could occur before the interview in which case the candidate is
             invited to arrive at the college about an hour in advance to review the topics, select
             one, and complete the assignment. The same amount of writing time is allowed for
             each candidate.

          b. An alternative, which would be easier on the candidate, would be to obtain a timed
             writing sample at the completion of the interview. Either method is acceptable.

     3.   The assessment of the writing sample should be made independently by each committee
          member, and the rating should be added to the ratings of interview questions and work
          samples.

F.   Rating of Candidates

     1.   Note taking. It is helpful to take notes during the interview regarding the content and
          clarity of answers; this tends to eliminate the "halo" effect. A rating should be given for
          each answer as it is given, but in such a way that the candidate cannot see it. For example,
          a dot could indicate when a later check mark will be made, or the interviewer can hold
          note-taking materials out of the view of the candidate.

     2.   If interviews are to extend over two or more days, it is especially important to take notes
          and indicate the relative merits of the candidates of the first day so that their answers will
          not be forgotten.

     3.   At the conclusion of each interview, an overall rating is recorded on the interview sheet of
          the candidate.

     4.   Following the completion of each interview the committee chair shall provide an
          opportunity for identified faculty interviewer(s) who have experience in the target
          discipline to clarify discipline specific content answers so that panel members may
          ascertain the interviewee's subject matter mastery.




                                                                                                     31
G. Ranking

     1.   Each committee member shall independently rank the candidates, e.g., 1 out of 10, 2 out
          of 10, etc. Tie rankings are to be avoided. However, if two or more persons are indeed
          equal, each receives a numerical ranking, which is the average of, the positions covered by
          the tied candidates were they in regular sequence. For example, in a field of 10, if two
          persons are tied for first, each of the two persons would be ranked 1 ½ with the third
          person being ranked 3 out of the 10. If there were a three-way tie for first, each of the
          three would have a rank of 2 with the fourth person being ranked 4.

     2.   The independent rankings are collected by the committee chair, who, along with the
          Equity Representative shall add the rankings to determine the top candidates (those with
          the lowest sums).
     3.   The committee chair shall report to the committee the names of the top five candidates
          for each position. The committee shall discuss those candidates among themselves and
          then rank the candidates again. The committee chair and the Equity Representative shall
          facilitate the discussion prior to the second ranking. After the committee ranks the
          candidates a second time, the committee chair shall report the top three candidates. If the
          committee chair and the Equity Representative cannot determine the top three candidates,
          either because of a tie in rankings or because the committee determines that there are not
          three acceptable candidates, then the committee may deliver from 2 to 4 candidates as
          finalists.

     4. In cases where the committee is interviewing for multiple candidates, the committee shall
         use the same criteria as above in #3 for determining the number of finalists, except as
         follows. When the committee is interviewing for two candidates, it will strive to deliver
         five finalists, but if it is unable to do so (because of a tie or a lack of qualified candidates)
         then it can deliver between 4 and 7 finalists. If the committee is interviewing for three or
         more positions, it will strive to deliver 7 finalists, but in no cases deliver fewer than 6.

     5.   The College President and/or designee shall join the committee for a discussion regarding
          the relative strengths and weaknesses of the leading candidates as perceived by the
          interviewers. The committee chair shall provide orally and in writing (if requested) a
          summary of each of the candidates’ strengths and weaknesses and other information as
          required by the president and allow each committee member to add comments as he or
          she sees fit.

     6.   The chair shall give the names of the finalists to the President in alphabetical order.

     7.   In cases where the committee determines that there is only one competent candidate, the
          committee shall inform the President of their finding during the discussion, and forward
          that one name to the President. The President may decide to interview that one candidate,
          ask the committee to reconsider, or close the process and begin anew.

     8. The College Academic Senate President and/or the District Academic Senate President may
          review the original committee rankings on a confidential basis with the President.

32
VIII. REFERENCE CHECKS

Checking the references of the candidates is a vital step in the selection process. Complete and
accurate reference checks supply important information about the applicant's qualifications.

A. Following the interviews, the College President or designee contacts the references supplied by
   the leading candidates. If necessary, additional references may be requested from the
   candidates.

B.   If the interview committee considers it appropriate, one faculty member from the committee
     may be appointed to conduct faculty-to-faculty reference checks. The individual shall be
     selected by mutual agreement between the College President and the Academic Senate
     President and shall be trained in how to conduct reference checks. The faculty member
     selected to conduct reference checks shall use a consistent format for questions as suggested
     below and shall report his or her finding to the College President confidentially.

C.   Objective reference information is frequently difficult to obtain. Employers are particularly
     reluctant to provide negative data. Some suggestions for making reference checks are:

     1.   Ask open-ended questions to try to get the employer to talk.

     2.   Begin by asking the employer to verify facts: dates of employment, responsibilities, how
          long the person who is providing the reference knew the candidate and what his/her
          relationship was with the candidate.

     3.   Try to get indications of past performance: quality of work, reliability, meeting deadlines,
          relationships with people, etc.

     4.   Ask for perceived strengths and weaknesses ("What does he/she do least well?"). If the
          interview committee had already identified a weakness, an employer is more willing to
          confirm negative information than to volunteer it.

     5.   Ask the reason that the person left (or will leave), and the crucial question of "If you could
          rehire (the candidate), would you?"

     6.   Is there anything else you think I should know?

D.    Site visits may be conducted where appropriate and mutually agreed upon by the College
     President and Committee.

E.   The finalist(s) will be interviewed by the College President and/or designee(s). All finalists will
     be interviewed by the same person or persons, that being the College President and/or
     designee(s).

F.   After interviews but before the final hiring decision is made, the College President will meet
     with the appropriate vice presidents, the Dean of the area and a faculty member from the

                                                                                                     33
     committee, usually the Equity Representative. If the College President might require the
     particular expertise of a discipline faculty member, this member will be decided upon by mutual
     agreement by the College President and Academic Senate President. The purpose of the
     meeting is to discuss the candidate that the president intends to recommend. As is true
     throughout the process, the nature and content of this meeting is confidential.


IX. SELECTION

A. If the President has reservations regarding the recommendations of the committee, the
   President will meet with the committee and explain the rationale for his/her concern. If there
   were additional candidates whom the committee judged to be well qualified, the committee may
   elect by simple majority to have next ranked candidate(s) considered.

B.   The College President shall select the candidate who is to be recommended to the Chancellor
     and the Board of Trustees for appointment to the position.

     1.   The final candidate may be notified of his/her selection by the President prior to forwarding the
          appropriate forms (P-673, P-131, and P-130) to the Human Resources Office.

     2.   The President shall notify the committee after the selection is made.

     3.   Human Resources will place the name of the selected person on the next regular Board
          meeting agenda and will process all employment forms.

     4.   The college will notify in writing those candidates who were interviewed and were not
          selected, unless the college chooses not to do this and so notifies Human Resources. A
          sample of the letter and the names of the persons to whom it was sent should be
          forwarded to Human Resources.

     5.   Following Board approval, the final candidate will be given formal notice of the
          appointment by the Director of Human Resources.




34
                        Recruitment, Selection and Appointment:
                  Regular and Long-Term Temporary Positions R-6122
6100   EMPLOYMENT PROCEDURES
6120   Recruitment and Appointment
         Regulation - 6000 Classified Personnel || Table of Contents || Back || Next

1.0 Job Announcements
       1.1 Job announcements shall clearly state the job classification and shall set forth
       those skills which are necessary for job performance, including the required training
       and experience related to those skills. Only bona fide occupational qualifications
       shall be included in job announcements.
       1.2 The District shall be identified as an Equal Opportunity Employer.
2.0 Building an Applicant Pool
       2.1 Job announcements shall be sent to:
               2.1.1 Los Rios Board of Trustees
               2.1.2 Los Rios Faculty (for faculty openings) and Staff (for classified
               openings)
               2.1.3 exclusive representative of the bargaining unit with the opening
               2.1.4 college and university placement departments throughout the
               state
               2.1.5 local school districts
               2.1.6 ethnic minority organizations
               2.1.7 women's organizations
               2.1.8 employment development agencies and similar employment
               agencies
               2.1.9 agencies for persons with disabilities
       2.2 To ensure that members of underrepresented groups are notified of available
       positions, the District may:
               2.2.1 advertise in journals and newspapers with historically
               underrepresented group readership as well as in newspapers having
               wide general circulation;
               2.2.2 contact members of historically underrepresented groups
               working in or attending predominantly minority or women's colleges;




                                                                                               35
               2.2.3 notify individuals with applications in the appropriate subject
               matter applicant file to discover their interest in applying for the
               specific position opening;
               2.2.4 contact members of underrepresented groups seeking work in
               business and industry;
               2.2.5 use professional registries and data banks, specifically those with
               listings of historically underrepresented group members;
               2.2.6 consult with local minority and women's organizations and
               agencies regarding recruiting efforts.
       2.3 Classified positions should be advertised for not less than two weeks.

       2.4 All applicants shall be given an opportunity to identify the historically
       underrepresented group to which they belong for the purpose of monitoring
       employment practices. (Title 5, § 53023) This confidential information will remain in
       the Human Resources Office for research purposes.

3.0 Certifying the Composition of the Qualified Applicant Pool
       3.1 The Director, Human Resources will review applications before they are
       forwarded to the College (or District Office Division) where the position opening
       exists and certify that qualified applicants are among those included in the group. If
       extensive recruitment efforts have not produced the expected representation of
       members of historically underrepresented groups for a specific position, the Director
       shall so state.
       3.2 The District Human Resources Office will maintain applicant flow data showing
       the total number of qualified applicants for each open position as well as the number
       of underrepresented and disabled group applicants.
4.0 Selection of Applicants
       4.1 The selection of applicants for an open position may include consideration of
       any or all of the following:
               4.1.1 skill and performance tests:
               4.1.2 verification of prior employment with references from former
               employers;
               4.1.3 evidence of education, training and skill proficiency;
               4.1.4 completed application.
       4.2 An eligibility list of applicants who are among those best qualified and presently
       available for employment shall be prepared.



36
               4.2.1 Arrangements for employment interviews will be made by the
               personnel staff with the appropriate administrator/ supervisor at the
               specific District location.
       4.3 Screening Committee - A screening committee appointed by the College
       President or Administrative Officer shall review applications received from
       Personnel Services. The screening committee shall include a member of the Equity
       Committee or an individual trained in equity matters.

       4.4 Criteria for Selection of Candidates - Prior to reviewing applications, the
       screening committee shall establish appropriate criteria for the selection of
       candidates. The committee may be informed about the work force composition and
       the goals of the operating unit.

5.0 Interviewing Applicants
       5.1 Interview Committee - The classified interview committee shall be appointed by
       the College President or Administrative Officer and shall include a
       manager/supervisor and one (1) classified member of the operating unit and one (1)
       member of the Equity Committee.
       When positions interface with academic staff (i.e., instructional assistant), a faculty
       member may be included on the interviewing committee.
       5.2 Interviewing Procedures - The interview committee, prior to any interviews, shall
       agree on procedures, core questions to be asked, rating system, and time limit for the
       interviews.
               5.2.1 Interview committees shall be informed by the Administrative
               Officer regarding appropriate questions and rating systems. Staff
               members of District Personnel Services will provide any needed
               assistance.
               5.2.2 The committee shall submit the questions and the rating system
               to the appropriate Administrative Officer for approval prior to
               holding the interviews.
               5.2.3 The Equity Committee member shall fill out Form P-130,
               Employment Checklist, and send it to the Administrative Officer for
               inclusion in the interview information packet forwarded to Human
               Resources. These records shall be maintained by the District for three
               (3) years.

       5.3 The supervisor of the position being filled may conduct additional interviews
       after completion of the committee interviews.

       5.4 When the interviewing process is complete, the Administrative Officer shall
       forward to District Human Resources the following information:

                                                                                                 37
               5.4.1 the names of the applicants interviewed for the position.
               5.4.2 a list of the questions asked the candidates.
               5.4.3 the name of the candidate recommended for the position.
               5.4.4 Form P-130 - Employment Checklist, as completed by the
               Equity Officer.
       5.5 The District shall apply all legally permissible measures to develop a diverse
       workforce.

6.0 Appointment Procedures
       6.1 Processing Interview - Each new employee shall report to Human Resources,
       District Office, prior to beginning the first day's work so that the new employee can
       complete the oaths, agreements or statements required by the Education Code, the
       Government Code, and the policies of the Governing Board.
       6.2 Processing Requirements - Prior to assuming duty, employees shall meet the
       following requirements:
               6.2.1 verification of freedom from tuberculosis;
               6.2.2 fingerprinting;
               6.2.3 signing of Loyalty Oath;
               6.2.4 filing of Federal/State withholding tax forms.
       6.3 Each new regular employee shall receive a notice of employment which states the
       assigned position, the location of the job, the amount of compensation, and the first
       day of employment.

       6.4 A new employee may begin work prior to Board action on the appointment.
       However, the appointment shall not be binding upon the District until the Board
       affirms the appointment.

7.0   Criminal Background Check
       7.1 Applicants shall be fingerprinted via livescan at the State Department of Justice
       or other qualified law enforcement agency. Employment shall not commence until
       clearance has been approved by Human Resources.
       7.2 Applicants shall be required to pay the cost of fingerprinting and processing.
       7.3 When warranted by exigent circumstances as determined by the Vice Chancellor,
       Human Resources an employee may be permitted to begin work prior to clearance
       having been granted by Human Resources.
       7.4 Police records shall be shown only to those with the legal right to see them.

38
           Selection and Recruitment: Management and Confidential R-9121
9100 EMPLOYMENT PROCEDURES
9120 Recruitment and Appointment
Regulation - 9000 Management and Confidential Personnel || Table of Contents || Back || Next

1.0 Job Description
        1.1 For each management position to be filled, a job description shall be updated or
        developed by the supervisor of the management employee and the Director, Human
        Resources, and approved by the Chancellor. Job descriptions for Chancellor staff
        positions shall be submitted to the Board for approval. Job descriptions for other
        management positions shall be provided to the Board for review.
        1.2 The criteria used to assess candidates for a position shall be satisfaction of the
        requirements outlined in the job description by considering the education, experience
        and ability of the candidates.
2.0 Opportunity for Lateral Transfer
        2.1 Upon approval by the Chancellor that a vacant Board-approved management
        position be filled, the Human Resources Office will notify appropriate Los Rios
        managers.
               2.1.1 Announcement of the opportunity for a lateral transfer,
               including a job description and qualification criteria, will be sent to all
               managers at the same level as the position opening. Not less than
               seven (7) calendar days should be allowed for a response.
               2.1.2 Questions regarding open positions should be directed to the
               Human Resources Office.
4.0   Building an Applicant Pool
        4.1 Open positions shall be advertised broadly in order to insure that interested
        members of underrepresented groups are included in the qualified applicant pool for
        the position. "In house" or "promotional only" recruitment shall be used only in
        case of documented "business necessity."
        In addition to sending position announcements routinely to:
              Los Rios Board of Trustees

              Los Rios Faculty (for faculty openings) and Staff (for classified and
               management openings)

              Exclusive representative of the bargaining unit with the opening

              College and university placement departments throughout the State

              Local school districts

                                                                                                 39
           Ethnic minority organizations

           Women's Organizations

           Employment development agencies and similar employment agencies

           Agencies for persons with disabilities
     and recording the announcements on the job line (also publicized widely), it may be
     necessary to locate qualified individuals from protected groups in underrepresented
     areas by:

           Advertising in journals and newspapers with protected group readership as
            well as newspapers having wide general circulation;

           Contacting underrepresented groups while working in or attending
            predominantly minority colleges;

           Contacting women working in or attending predominantly women's colleges;

           Notifying individuals with applications in the appropriate subject matter
            applicant file to discover their interest in applying for the specific position
            opening;

           Contacting members of underrepresented groups seeking work in business
            and industry;

           Using professional registries and data banks, specifically those with listings of
            protected group members;

           Consulting with local underrepresented groups' organizations and agencies
            regarding recruiting efforts.
     4.2 The District shall be identified as an Equal Opportunity Employer.
     4.3 Full-time management positions should be advertised for not less than 40 days;
     and confidential positions for not less than two (2) weeks.
     4.4 All applicants shall be given an opportunity to identify the underrepresented
     group to which they belong for the purpose of monitoring employment practices
     (Title 5, §53023). This confidential information will remain in the Human Resources
     Office for research purposes.




40
5.0   Qualifications

        5.1 An applicant must possess the minimum qualifications established for the
        position class; the individual must be able to perform the essential functions of the
        position with or without reasonable accommodation.

        5.2 An applicant or candidate shall be disqualified for any of the following reasons:

               5.2.1 Conviction of a misdemeanor involving sex offenses,
               controlled or illegal substances as defined in Education Code §§
               87010 and 87011, respectively, or of any felony;

                       5.2.1.1 Exception: Applicants having official
                       certificates of a five-year rehabilitation from
                       controlled or illegal substances convictions may be
                       considered for employment (Education Code §
                       88022).
               5.2.2 falsification or attempted deception in statement on the
               application;
               5.2.3 previous dismissal from District service by the Governing
               Board;
               5.2.4 positive results from an intradermal skin test and chest X-ray
               showing active tuberculosis.
6.0   Certifying the Composition of the Qualified Applicant Pool
        6.1 The Associate Vice Chancellor, Human Resources will review applications before
        they are forwarded to the College (or District Office division) and certify that
        qualified underrepresented applicants are included in the group. If extensive
        advertising has produced no underrepresented applicants for a specific position, the
        Associate Vice Chancellor, Human Resources shall so state.
        6.2 The Human Resources Office will maintain applicant flow data showing the total
        number of qualified applicants for each open position as well as the number of
        women and members of underrepresented groups.

Adm. Regulation Adopted:     2/21/78         (Formerly R-9115)
Adm. Regulation Revised:     10/31/78; 2/18/81; 6/16/82; 2/21/90; 10/26/98; 8/25/03
Reviewed:
Board Policy:                P-9121        (Formerly P-9115)
        Regulation - 9000 Management and Confidential Personnel || Table of Contents
                               || Top of Page || Back || Next



                                                                                                41
                         Recruitment, Selection and Appointment:
                                 Adjunct Faculty P-5122
5100    EMPLOYMENT PROCEDURES
5120    Equal Opportunity in Human Resource Practices
           Policy - 5000 Certificated Personnel || Table of Contents || Back || Next

1.0 Hiring of Adjunct Faculty:
       1.1 The interests of students and the community are best served by selecting from
       the available pool of persons in the community those individuals who have special
       expertise and diverse backgrounds to serve in various adjunct faculty positions.
       1.2 By encouraging diversity in the pool of adjunct faculty members, the District can
       increase diversity among tenured faculty.
2.0 Police Records
       2.1 All applicants shall be fingerprinted prior to employment with the District.
               2.1.1 This policy and the corresponding regulation shall not apply to
               any California or Federal Peace Officer currently employed and paid
               as such.
       2.2 The Chancellor shall adopt appropriate regulations.
3.0 Qualifications
       3.1 An applicant must possess the minimum qualifications established for the
       position; the individual must be able to perform the essential functions of the
       position with or without reasonable accommodation.
       3.2 An applicant or candidate shall be disqualified for any of the following reasons:
               3.2.1 Conviction of a misdemeanor involving controlled or illegal
               substances or sex offenses or determination that the individual is a
               sexual psychopath, or of any felony.
                       3.2.1.1 Exception: Applicants having official
                       certificates of five-year rehabilitation from controlled
                       or illegal substances convictions may be considered
                       for employment. (Education Code §88022)
               3.2.2 Falsification or attempted deception in statement on the
               application;
               3.2.3 Previous dismissal from District service by the Governing
               Board;
               3.2.4 Positive results from an intradermal skin test and chest X-ray
               showing active tuberculosis.




42
                           EQUITY HANDBOOK
               Sample Interview Questions – Diversity and Equity

Our ESL students have various backgrounds and levels of preparation. Identify the diverse needs
and goals of our students and explain how you would help to facilitate their success. ESL
Professor, Instructional Assistant.

What methods do you find effective for helping second-language students in regular (non English as
a Second Language) English classes? English Professor

What methods would you utilize when serving ESL students? Please describe specific past
experiences when you have successfully served such customers and the techniques you used. Any
staff position with student contact.

What are some of the opportunities presented to you as an English instructor in a classroom
characterized by student diversity? English Professor

What is your understanding of cultural competence/diversity and its implications for the community
college setting? Teaching/Learning Tech Coordinator and Computer Information Science
Professor, Staff position with student contact.

Given our diverse student population, how will you ensure your players can work effectively with
each other? Men’s Soccer Coach

Please cite and describe specific examples of when you have worked successfully with diverse
customers/clients and staff and explain how you would use any such related skills in the community
college setting. Faculty and staff positions.

Our campus has a very diverse student population. (a) What has prepared you to be effective in this
environment? (b) How do these demographics affect the teaching and learning process and what
strategies would you use to assist this diverse group of students? GIS/Geography/Earth Science
Professor

In working toward the promotion and development of diversity/equity in the classroom, what has
been successful for you and what has not? History Professor




                                                                                                   43
SPECIFIC QUESTIONS:

You were sent information about the student population at our college. The College has a goal for
student success either in transfer or employment. How would you facilitate this for our students?
Art Professor

Cultural competence is an important part of the campus experience. Please describe your ability to
work with diverse, cultural, social and ethnic communities. Agricultural Business Professor

Along with information about this position, you received a copy of our definition of ―cultural
competence.‖ As the information indicated, the college has a culturally diverse student population.
What does being ―culturally competent‖ mean in such an environment? And how do you see
yourself contributing to this value? Counselor

Along with information about this position, you received information about cultural competence.
(a) Why is cultural competence particularly important to this position? (b) How would you establish
an environment that is conducive to cultural competence in the MESA and Math centers? MESA
Coordinator/Mathematics Professor

You have been given a definition of cultural competence. What attitudes and behaviors contribute
to cultural competence and what attitudes and behaviors are detrimental? Mathematics Professor




44
Hiring Effective Faculty: An Introduction
(Excerpt from ―Hiring Effective Faculty: An Introduction‖, California Academic Senate Publication, Spring
1991, www.academicsenate.cc.ca.us/Publications/Papers/hiring_faculty.html)

Effective faculty demonstrate the following qualities:

1. Discipline preparation that includes: (a) knowledge of the contributions of women and ethnic minorities as
well as the global contributions to the discipline; (b) the ability to teach using a variety of teaching
methodologies that satisfy the requirements of different student learning styles; in the case of counselors,
librarians and others who provide professional support services, the ability to provide these services with
techniques and methodologies that are sensitive to a diverse student body; (c) the commitment to maintain
discipline currency
2. Communication and other interpersonal skills that meet the needs of a culturally diverse faculty and
student body
3. Sensitivity to, and knowledge of, a diverse student body and its needs
4. Creativity and innovation
5. Leadership potential including an understanding of shared governance and the community college
curriculum
6. Service in the community
7. Sensitivity to the role faculty play in fostering a democratic society
Community colleges cannot rely on applicants to appear; they must actively seek applicants in order to build a
diversified pool. A major task facing the California community colleges is to recruit individuals with the
qualities identified above. New colleagues must be hired to replace the 50% of the current faculty who will
retire in the next ten years. Additional faculty will be needed because of projected growth in the next fifteen
years. (Five-hundred-thousand additional students are expected to enroll in our colleges). In the future, the
student body will be more ethnically diverse. By the year 2005, no single ethnic group will represent a
majority of the population of California.
Faculty of the colleges of today face the challenge of selecting the faculty of the colleges of tomorrow. The
student body of tomorrow's college will differ in background and preparation not only from the current
faculty, but also from each other. Although these students may come from diverse backgrounds, they are
nonetheless alike; they have the same expectations of community colleges and their faculties as their


                                                                                                                45
predecessors. (See "Ramifications and Implications of Affirmative Action on Hiring," adopted by the
Academic Senate November, 1990.)
QUALITIES OF EFFECTIVE FACULTY
Discipline Preparation: Faculty members must possess extensive knowledge of their discipline including the
contributions of women and ethnic minorities, as well as global contributions to their discipline. The faculty
hiring committee must ensure the excellence of this preparation. More importantly, potential faculty should
demonstrate the ability to use their professional and interpersonal skills to teach this discipline-specific
knowledge to students, using a variety of teaching methodologies that satisfy the requirements of different
student learning styles. Those providing professional support services (counselors, librarians and others) must
also be sensitive to the needs of diverse students, using appropriate methods and approaches to meet these
needs. An effective faculty should also show a commitment to maintain currency in his/her discipline by
attending conference, joining professional organizations, in depth study, and in other related ways. While the
Education Code (section 87356) defines the minimum qualifications, the hiring faculty may broaden the
qualifications for hire. Such a broadening can only enhance the hiring process resulting in a more effective
faculty. However, local qualifications should never be discriminatory nor erect a barrier to diversity.
Communication and Other Interpersonal Skills: Effective faculty must be able to explain ideas clearly to
students in ways that students can understand. Effective faculty respect students' varying styles of
communication. Effective faculty are articulate and help students learn to express themselves clearly. This
skill implies that the faculty have a working knowledge of a variety of communication styles that are effective
with various student populations.
Effective faculty may themselves have stylistic differences in communicating. Hiring committees should
acknowledge that regional and second language accents may not be, in and of themselves, barriers to teacher's
effective communication abilities.
Interpersonal skills go beyond the ability to communicate effectively. They encompass respect for the
individual, regardless of differences in opinion and background, and are demonstrated in each contact
between faculty member and student. Good interpersonal skills enable the faculty member to relate to the
student and help students learn to relate to one another. They help the faculty member create an environment
conducive to learning.
Sensitivity to, and Knowledge of, a Diverse Student Body: According to AB 1725 (87360a) the applicant
must demonstrate "a sensitivity to and an understanding of the diverse academic, socioeconomic, cultural,
disability, and ethnic backgrounds of community college students." The job announcement should reflect and

46
communicate this concern and the district's hiring policy should emphasize these criteria in the paper
screening and interviewing process. In order to ascertain whether job candidates meet these criteria, a hiring
committee could look for such elements as:
        a. demonstrated successful history of involvement in communities or colleges with diverse
        populations
        b. successful completion of any of these kinds of courses: classes dealing with disabilities, multi-
        cultural studies, the sociology of different socioeconomic groups, methods or theories dealing with
        differences among learning and teaching and counseling styles, and other relevant course work
        c. involvement in activities focusing on diverse populations
        d. study or travel abroad
        e. membership in organizations which promote understanding of other groups or that have an
        international focus
        f. sensitivity to, and knowledge of, diverse students, as demonstrated in a classroom, counseling,
        library or other support services setting
        g. materials or publications prepared by the candidate which manifest such knowledge and/or
        sensitivity
        h. other
It is expected that a substantial portion of the new faculty hired in the coming decades will come from diverse
backgrounds bringing with them alternative perspectives to enrich campus life and foster the understanding
which this section addresses. These faculty can model for their students a positive future as community
college teachers, counselors, librarians, and support staff.
Creativity and Innovation: In the past, community colleges have placed a premium on previous experience.
This emphasis on experience needs to be examined. Rewarding experience by itself is akin to rewarding seat
time in the classroom without evaluating the quality of student work. The quality of the experience as well as
the length of experience must be ascertained through such means as checking references and making sure the
assessment was based on observation. Experience would then have real meaning as an indicator of creativity
and innovation.
Talented newcomers who have not had the opportunity to become experienced must not be overlooked. To
do so may shortchange the institution. Measuring creativity and innovation in prospective faculty members is
a challenge. In order to ensure that the most creative and innovative faculty are hired, selection committees
must objectively assess potential for and experience in demonstrating creativity and innovation. Evidence of

                                                                                                                47
innovation should be included in the job announcement as an expected qualification. The application and
interview process could be designed so that a candidate might show creativity through any one or any
combination of the following:
        a. situational questions
        b. role playing
        c. teaching demonstrations, mock counseling sessions, or simulated work activities for librarians or
        other support staff
        d. student response to the above simulations
        e. materials or demonstrations prepared by the candidate that show creativity and innovation
        f. other
Leadership Potential: Faculty have assumed greater leadership in this era of educational reform. Faculty and
administration now jointly develop policies that formerly were the exclusive province of administration.
Policies in hiring, tenure, and evaluation must be redesigned, implemented, monitored, and amended as
needed. Faculty must be recruited and hired not only to perform their traditional duties but also to provide
leadership in these new joint-governance roles. In evaluating a candidate's overall competence for a faculty
position, the hiring committee should broaden its deliberations to include an assessment of leadership
potential, including an understanding of shared governance and the community college curriculum. The
committee could, for example, consider any one or any combination of the following:
        a. experience in roles of responsibility in professional organizations and activities related to the
        candidate's discipline
        b. leadership experience in areas outside the candidate's discipline (in other faculty work, in student
        activities as a student, in classified positions, in volunteer or community work)
        c. potential for leadership, as well as actual leadership activities, as evidenced in references or
        reference-checking
        d. information supplied by the candidate on the resume or other application documents related to
        leadership experience, as well as potential for leadership
        e. fostering leadership among students
        f. other
Service in the Community: A growing trend in higher education is to encourage both students and faculty
to share the benefits of their educations with their communities in the form of community service. They
provide instruction, library services, and counseling, and other support services in an atmosphere welcoming

48
to students, accepting of cultural diversity, and conducive to learning. They mentor students to succeed in
their community college goals, whether those goals involve transfer to a four-year school, completion of a
vocational course of study, or enrollment in classes to supplement their general knowledge or on-the-job
skills.
At the same time as effective faculty prepare students to achieve these goals, they instill a sense of civic
responsibility and pride by modeling such behavior. Effective faculty respond to community needs by
anticipating employment trends, by modifying courses and programs, and by offering cohesive programs of
study.
Effective faculty act as the best public relations staff for the community college. They are the most direct link
between the community and the community college.
Job announcements should acknowledge service in the community by requiring some proof of experience or
potential in this area. A hiring committee could consider the following:
          a. demonstrated involvement in community organizations that emphasize civic responsibility in
          particular outside of their ethnic/cultural group
          b. successful completion of an internship or practicum in college or community service or course
          work in community organizing and service
          c. demonstrated experience in designing innovative and multicultural and/or international courses or
          programs to serve community needs
          d. involvement in faculty governance or in student governance
          e. promoting the involvement of ethnic minority students and faculty into governance
          f. experience in the Peace Corps, Teacher Corps, or other such volunteer activities
          g. other
Awareness of the Role Faculty Play in Fostering a Democratic Society: Our country and the world
depend on a broadly educated populace able to think critically about the issues facing the planet. For that
education to be effective, faculty must model democratic principles in what they assign and use, such as in
selecting books, speakers, films and other materials. Faculty should reflect our democratic philosophy. A
hiring committee could consider evidence of the following:
          a. knowledge of history and politics, namely the constitution and its guarantees as it relates to
          dominant American culture as well as culturally diverse populations and disenfranchised and/or
          underrepresented groups
          b. participation in local, state, or national political activities

                                                                                                               49
         c. awareness of how one's discipline influences and is influenced by the entire world, not only by
         Europe
         d. other
SUGGESTIONS FOR CARRYING OUT THESE PROPOSALS
To ensure that the current faculty is capable of assuming the responsibility of hiring effective new faculty,
special training should be provided to those involved in every phase of the employment process. Staff
diversity and staff development funding from AB 1725 could be used for workshops to teach faculty how to
assume their new responsibilities in hiring diverse faculty. Training should include: understanding non-
discrimination requirements, reframing our traditional Eurocentric model of excellence to a multicultural
model of excellence; applying minimum qualifications and the equivalency process; using effective
multicultural paper screening; using appropriate multicultural interviewing techniques; identifying and
assessing the qualities and criteria outlined in this paper.
Faculty should also learn how to develop hiring policies and procedures, including: preparing advertising
copy, writing job announcements, and designing application forms which are specific and elicit the
information required to make the best hiring decision.
CONCLUSION
With the increased responsibility of faculty in the hiring process, it is essential that we remain aware of how
the qualities of an effective faculty member have changed to include a multicultural and gender perspective.
Our hiring process must facilitate access to pertinent information on the candidates' academic preparation,
communication and other interpersonal skills, sensitivity to, and knowledge of, a diverse student body,
creativity and innovation, potential for leadership both as faculty and with students, service in the community
and sensitivity to the role of fostering a democratic society. In addition, faculty must be well informed and
trained to participate in the hiring process. Only then can faculty assume the responsibility of selecting
effective new faculty members who can best serve our increasingly diverse students' needs




50

				
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