Recruitment Strategies

Recruitment Manual for Hiring Academic Officers

Index

Search Process Strategies

General Search Committee Suggestions

Strategies for Expanding the Pool of Candidates

Networking

Mentoring

Guidelines for Applicant Questions

Checklists: Things to Remember When Conducting a Search

Organizing the Committee

Organizing the Search

Position Description

Advertising for the Position

Communicating with Applicants

Selecting Interviewees

Conducting Interviews

Checking References

Evaluating the Candidate

Documenting the Search

SEARCH PROCESS STRATEGIES

General Search Committee Suggestions

Search committees should avoid allowing a single committee member, or a search firm, to eliminate a candidate.

Interview questions designed to provide fair and objective evaluation of each candidate should be developed in advance of committee interviews with candidates. A set of identical essential questions should be asked of all candidates, with allowance for appropriate follow-up.

An appropriate search committee designee should make contacts with candidates or any other individuals concerning any aspect of the search.

Telephone contacts with candidates should be limited to standard questions agreed upon in advance. Notes of responses should be made for subsequent committee review.

Relative weights for each selection criteria should be developed and assigned prior to the review of any application.

Avoid gratuitous comments made to or about the candidates that might indicate bias or prejudice (e.g., "We’re looking for young blood").

Ensure that all portions of the interview process are accessible to persons with disabilities, and that the committee is prepared to address the issue of reasonable accommodations should it become necessary. The committee should consult with the EEO/AA Office or Disabilities Services Office before approving or denying accommodation requests.

Strategies for expanding the pool of candidates

Maintain active membership in and consult with minority caucuses in professional associations.

Keep national higher education associations informed of present and possible future positions. A number of these associations have special interest groups or minority caucuses with strong networks. Associates within the associations may also serve as referrals.

Use journals and other publications to advertise position vacancies that are widely read by protected class members.

Publish discussions of affirmative action issues in newsletters or brochures that are sent to constituent groups, including alumni. Take advantage of other opportunities to inform them of your department’s commitment to affirmative action/diversity and enlist their assistance.

Collaborate on research or publications with protected group members at Columbia and at other institutions.

Contact alumni publications at universities where protected group members are represented and announce available positions.

Contact protected group members who have received significant grants or professional recognition and ask for the names of promising women and minority scholars.

Use a personal approach. Outstanding potential candidates often do not apply for advertised positions. A member of the search committee must contact them personally.

Target specific protected group members whose work or contributions you admire for more senior level positions. For junior faculty positions, ask the individual about students they have mentored.

In your department, designate a faculty member and/or committee to work with the department chair in focusing on affirmative action efforts.

Conduct departmental curriculum reviews to determine areas where minority perspectives are missing. Recruit for these areas. They are important to the growth of students and faculty.

Networking

Making connections and maintaining contact with individuals and minority/women’s organizations has proven to be one of the most effective methods of attracting and successfully recruiting women and people of color. Many crucial connections are made through professional organizations, conferences, meetings, campus presentations, personal introductions, etc. If nurtured, they can be recruitment effective tools. Most effective are personal phone calls or personalized letters which demonstrate that the search committee or administrator is familiar with the candidate’s areas of interest and show how they fit in with departmental needs. Supporting and encouraging individual faculty members to develop networks among diverse communities of scholars can be very helpful.

An important strategy that should not be overlooked is to seek the assistance of faculty of color at Columbia. They may be able to tap their networks for possible candidates. They may also be able to assist with recruiting an identified scholar.

Mentoring

Too often institutions of higher education are very concerned about attracting a woman or minority group member, but forget that retention strategies are just as important as recruitment. This has led to disproportionately high turnover rates of women and people of color, the so-called "revolving door". Investigation into the causes of the "revolving door" problem suggests a lack of continuity between the search process to identify the candidate and the environment in which the candidate is expected to function. In many instances, there is no identified support network or person to connect with once the person is on board. Institutions that have recognized this as a crucial link have implemented formal or informal mentoring programs. The mentor may show the person around, make introductions, orient them with to institution’s bureaucracy, and generally help them better understand the culture of the institution. This includes helping them understand both the written and unwritten practices of the institution. Being a mentor may also involve helping the new colleague connect with the larger community by introducing them to the social networks and community organizations that exist. Quality of life in their work and living environment are important to retention efforts.

GUIDELINES FOR APPLICANT QUESTIONS

In interviewing prospective employees, the golden rule is to stick to job related questions, ones that elicit their qualifications to safely and efficiently perform the job. Once you stray into personal characteristics and qualities, you may breach the boundaries of what is legally permissible and socially acceptable. Litigation involving applicants is often triggered by interview questions and comments - arguably well meaning, but offensive and possibly unlawful.

The following Guidelines are designed to help you avoid accusations of discrimination based on the subject matter of the question or the way it was asked. Remember that questions about or associated with an applicant’s race, color, religion, sex, age, national origin, disability, sexual orientation, marital status, parental status, military status or veteran status are always suspect and should be avoided unless the applicant raises the issue or asked for specific affirmative action-program purposes. All of the areas of inquiry addressed by the Guideline, however, have been raised in the context of discrimination claims and should be taken seriously.

GUIDELINES FOR APPLICANT QUESTIONS: WHAT'S OK AND WHAT'S NOT

Area of Inquiry	Acceptable Areas of Inquiry	Unacceptable Areas of Inquiry	Legal Reference
Name	For access purposes, inquiry into whether the applicant's work records are under another name.	a. To ask if a woman is a Miss, Mrs. or Ms. b. To request a maiden name	Title VII Title IX
Age	a. Require proof of age by birth certificate or other document after hiring. b.Require proof of youth's age to comply with labor laws.	a. To ask age or age group. b. To request birth certificate, baptismal certificate, or like document before hiring. c. To express a preference for a certain age, or age related characteristics unless validated for job relatedness.	Age Discrimination in Employment Act Age Discrimination Act
Birthplace, National Origin, Citizenship	a. To ask for a birth certificate or other proof of citizenship or work authorization after hiring. b. To ask whether a U.S. citizen, legal alien or authorized to work in the U.S. and able to provide specified proof upon request.	a. To inquire into national origin or birthplace of applicant or applicant's relatives. b. To ask date of citizenship. c. To ask how foreign language skills or accent were acquired, unless clearly job related	Title VII
Race, Color	a. To state the University is an equal opportunity/affirmative action employer. b. To request applicant's race for affirmative action program. c. To express language that encourages minorities to apply.	To require information on an applicant's race or color before hiring, except for affirmative action purposes. To ask for information that closely correlates with an applicant's race, except for affirmative action purposes is also suspect.	Title VII Executive Order 11246
Sex	a. To state the University is an equal opportunity/affirmative action employer. b. To express language that encourages women to apply. c. To identify sex as a bona fide occupational qualification if valid (such as for locker room attendance in women's or men's locker room).	a. To require information on an applicant's sex for affirmative action purposes before hiring. To ask for information that closely correlates with gender, before hiring, is suspect except for affirmative action purposes. b. To specify a preference for sex if not validated and approved for job relatedness.	Title VII Executive Order 11246
Sexual Orientation	To state University policy prohibits discrimination on the basis of sexual orientation.	To ask an applicant to identify his/her sexual or affectational orientation, or a question closely correlated with it unless job related.	New York City Ordinance
Religion	To state regular hours and days of work required by the job, including special working conditions (such as uniforms, rotating shifts or assignments, holiday and vacation scheduling), and to inquire whether applicant can meet requirements.	a. To ask an applicant's religion, religious customs, practices or holidays. b. To request recommendations from officials of religious institutions (not job related).	Title VII Executive Order 11246
Marital Status, Parental Status	a. Whether applicant can meet required work schedules and attendance rules. b. To ask a question of both females and males about how long they plan to stay on the job or anticipated absences.	a. To ask applicant's marital status before hiring. b. To ask about the number or age of children, child care arrangements, planned pregnancies of applicants.	Title VII Title IX
Disability	a. If applicant is able to perform the essential functions of the job. b. After a conditional offer of employement: asking applicant to submit to a physical exam required of all employees; or asking whether the person needs a reasonable accommodation to perform the job safely and efficently. c. Inviting an appliant to voluntarily identify needed accomodations for job performance or affirmative action purposes.	To ask applicants whether they have a disability, or about the nature or severity of their disability (except through voluntary self-identification for affirmative action purposes).	Rehabilitation Act Americans with Disabilities Act
Military Service	a. Inquiry into service in the U.S. Armed Forces, including rank attained, branch of service, and job related experience.	a. To ask the type of discharge. b. To inquire into military service in a country other than the U.S.	Vietnam Era Veterans Readjustment Assistance Act
Education	a. To ask what academic, professional or vocational schools attended; degrees, certificates, licenses held. b. To ask about job related language skills, including English and foreign languages.	a. To ask the nationality, racial or religious affiliation of the schools attended. b. To ask how foreign language or accent was acquired, unless job related. c. To prefer applicants without a foreign accent.	Title VII
References	a. To ask by whom the applicant was referred. b. To ask names of professional and personal references.	To request refrences specifically from clergy or any other person(s) that would reflect race, color, religion or national origin.	Title VII
Relatives	a. Name and address of parents or guardians of minor applicants. b. Name, relationship and address of person to be notified in case of an emergency, after hiring. c. Names of relatives already working for the institution.	Names of applicant's relatives, other than those already working for the institution.	Title IX
Work Schedule	a. To ask whether willing and able to work the required schedule. b. To ascertain whether the applicant has military obligations requiring known absences, if for nondiscriminatory purposes.	a. To ask whether willing to work on specific religious holidays. b. To ask about potential conflicts in work schedules associated with medical treatments for a known or suspected disability.	Title VII Americans with Disabilities Act
Address, Housing	a. To request a current address. b. To request a current telephone number or how the applicant can otherwise be reached.	a. To ask if they own their own home or rent it; live in an apartment or a house. b. To ask specifically about a foreign address as indicating national origin. c. To ask for the name and relationship of the person with whom the applicant resides.	Title VII
Organization Affiliations	a. To ask for memberships in professional and social organizations, for nondiscriminatory purposes. b. To ask about offices held in organizations, if any.	To request a listing of all organizations, clubs, societies and lodges to which the applicant belongs currently or in the past, if not relevant to the job.	Title VII
Photographs	Photographs may be required after hiring for identification purposes	a. To ask that a picture of the applicant be provided during the application process. b. To take a picture of the applicant during the interview unless related to the job (such as video taping a lectur to evaluate job performance).	Title VII
Conviction, Arrest and Court Records	Inquiry into actual convictions that reasonably relate to performing the particular job.	Inquiries into arrests, court or conviction records not reasonably related to the job or working conditions at issue.	Title VII
Other Qualifications	To inquire about any area that directly reflects on the applicant's ability to perform the job under relevant working conditions.	Any non job related inquiry that elicits information to be used for unlawful discriminatory purposes.	Federal, state and local civil rights laws. University Policy
Workers Compensation	To inquire whether the applicant has ever submitted a claim for or received workers' compensation for a work related injury.	To ask whether a person will be able to perform the essential functions of the job as described .	Rehabilitation Act Americans with Disabilities Act

Checklists: Things to Remember When Conducting a Search

To help search committees prepare for a search, serveral checklists have been prepared to address the various stages of a search. Organizing the committee, organizing the search, developing the position description, advertising and announcing the position , communicating with applicants, selecting interviewees, conducting interviews, checking references, evaluating candidates, and documenting the search are all important search committee responsibilities. Making sure each aspect has been satisfactorily addressed will help the work go smoothly and ensures a lawful search that can be defnded if challenged.

Organizing the Committee

Review charge to the search committee.

Identify tasks to be completed by search committee.

Identify tasks to be completed by search committee chair.

Establish search committee meeting schedule.

Review expectations of confidentiality and attendance at committee meetings.

Identify the person(s) responsible for meeting minutes, applicant records, correspondence, travel arrangements, on site and off campus interviews and meetings, candidate itineraries, completing and processing required search and appointment paperwork, budgetary accounting.

Develop budget, including advertising and travel expenses for candidates and committee members.

Determine where records will be kept. Search records must be kept for at least five years.

Organizing the Search

Develop timelines for search, including application deadlines, screening dates, interview schedules, and target dates for submitting recommendations.

Determine materials to be submitted by applicants:

Cover letter expressing interest and describing qualifications

Resume or vitae

Letters of recommendation (number required)

List of references (number required; from whom)

Transcripts

Statement of philosophy, goals

Other:_______________________________________________

Address all affirmative action clearance policies and procedures

Review Statement of Standard Search and Evaluation Procedures for guidance

Advertisement and announcement language, sources and duration; EEO/AA statement inclusion

Special outreach strategies to locate and encourage minorities and women

Search Plan Review Form and consultation with Associate Provost, EO/AA

Letter of acknowledgment to applicants with web address of applicant EO/AA data form

Identification of applicants in Applicant Pool Report

Affirmative Action Summary Form completion and submission

Justification for deviation from standard search and evaluation procedures

Position Description

Develop or review position description.

Identify essential and marginal job functions.

Identify required and preferred qualifications that reflect essential job functions.

Ensure position description contains only job related criteria, and does not reflect unlawful discrimination based on race, color, religion, sex, age, national origin, sexual orientation, disability, marital status, citizenship, or status as a disabled or Vietnam Era veteran.

Advertising the Position

Identify the name and address of the person to whom applications / nominations will be submitted.

Determine the international, national, regional, and local market for the position. Officers of instruction, research and libraries require national searches, but may also include other markets.

Develop the advertisement and the announcement. Ensure the EEO/AA statement is included.

Identify publications, web sites, institutions, individuals and other sources for the job advertisement and announcement.

Identify additional outreach sources to attract minorities and women, consulting the Manual and Associate Provost, EO/AA for assistance.

Note the publication deadlines for submission of advertisements and announcements and ensure they permit the advertisement to be published for at least one month prior to the date applicant screening is to begin.

Submit the advertisement and announcement to the specified sources.

Duplicate copies of the advertisements and announcements from the publications and retain with official search records.

Attach copies of published advertisements and announcements to the completed Affirmative Action Summary form with its submission.

Communicating with Applicants

Send a Letter of Acknowledgment to every applicant. Be sure the Letter contains the suggested information about the applicant EO/AA data entry screen.

Review guidelines for questions that can and cannot be asked of applicants.

Solicit applications / resumes from nominated individuals who have not formally applied.

Be courteous and responsive to applicants who seek information about the position, the school, department, institution and University community.

Keep applicants informed on the progress of the search (especially if it is taking longer than expected).

Take care not to eliminate candidates in target groups until the committee has had an opportunity to consider each.

Be prepared to offer assistance to spouses / partners of candidates, including concerns about employment and housing.

Take care to maintain confidentiality promised to applicants; adhere to timing and conditions for reference checks.

Selecting Interviewees

Develop a mechanism for screening applications, including record keeping to establish why an applicant was screened out.

Determine number of persons to be interviewed. If there are no targeted group members in the established number but one is next on the list of well qualified candidates, consider ways to add the person to the list.

Review materials submitted by the applicants; consider transferability of the applicant’s experiences and skills; identify those who do and do not meet minimum qualifications.

Note candidates who may be well qualified for future positions, or for positions in other areas of the school or division. Maintain their records for future reference and share information with colleagues, as appropriate.

Note targeted group members that were screened out of the pool and ensure they were given serious consideration. Consult the Associate Provost, OE /AA for assistance.

Ensure that applicants are evaluated on the basis of the pre-established criteria. Avoid extraneous comments, either orally or in notes, that are not job related.

Conducting Interviews

Review the Guidelines for Applicant Questions in this Manual.

Design the interview process and campus visit to avoid bias toward any candidate.

Identify all persons and groups to be involved in the interview process.

Develop an interview schedule for each candidate to be interviewed.

Develop the interview format: welcome, time for Q & A, demonstration lecture, etc.

Decide on specific job related questions to ask each candidate.

Design an interview rating sheet and give it to each interviewer.

Review the interview process with each candidate, including next steps and timelines.

Collect rating sheets from interviewers for the official file.

Collect comments from others who interacted with each candidate for the official file.

Checking References

Confirm with each candidate that references will be checked, when they will be checked, and from whom (name and/or title) they will be sought. Be sure to obtain candidate’s permission to conduct the checks as planned.

Identify the persons to conduct telephone and written reference checks.

Determine the questions to be asked each reference.

Develop alternative plans for the unavailability of a reference.

Request letters of recommendation and ensure receipt of each.

Evaluating the Candidates

Critically evaluate the applicant pool for representation of minorities and women.

If there are no minorities or women on the short / interview list, ensure that the reasons are without unfair bias. If unclear, consider re-evaluating or expanding the pool.

Evaluate candidates on their qualifications and the full range of their strengths and contributions.

Documenting the Search

At a minimum, the search file should contain the following materials and be retained at least five years:

Charge to search committee

Names, titles, departments, phone numbers of search committee members, chair and contact person (secretary).

Copy of published advertisement and announcement; list of all sources used

Copy of job description

Copy of completed Search Plan Review Form and accompanying documents, if any

Applicant Report listing of applicants with specified information on each

Resume or vitae of each applicant and the selectee

Notes of search committee meetings and decisions

Copy of letter of acknowledgment of receipt of application for each applicant

All letters of reference submitted for each applicant

Information on reference checks made on each applicant, including notes of phone calls

Copy of rating sheet used to evaluate applicants

Copy of standard questions asked each applicant

Copy of standard questions asked each reference

Copy of rejection letter sent to each unsuccessful applicant

Copy of Letter of Recommendation from search committee to hiring officials

Written comments or written notes of comments from persons who interacted with a candidate, including evaluations of lecture or other on-campus demonstration

Copy of completed Affirmative Action Summary form and attachments, ensuring it contains required rationale for search committee decisions on selection and rejections

Copy of Letter of Offer sent to selectee

Copy of Letter of Acceptance from selectee

Materials submitted by applicants used to evaluate their candidacies

Correspondence to and from applicants

Home | Affirmative Action Guidelines for Morningside Academic Officers
Affirmative Action Guidelines for Health Sciences Academic Officers

	Search Process Strategies
		General Search Committee Suggestions
		Strategies for Expanding the Pool of Candidates
		Networking
		Mentoring
	Guidelines for Applicant Questions
	Checklists: Things to Remember When Conducting a Search
		Organizing the Committee
		Organizing the Search
		Position Description
		Advertising for the Position
		Communicating with Applicants
		Selecting Interviewees
		Conducting Interviews
		Checking References
		Evaluating the Candidate
		Documenting the Search

	Review charge to the search committee.
	Identify tasks to be completed by search committee.
	Identify tasks to be completed by search committee chair.
	Establish search committee meeting schedule.
	Review expectations of confidentiality and attendance at committee meetings.
	Identify the person(s) responsible for meeting minutes, applicant records, correspondence, travel arrangements, on site and off campus interviews and meetings, candidate itineraries, completing and processing required search and appointment paperwork, budgetary accounting.
	Develop budget, including advertising and travel expenses for candidates and committee members.
	Determine where records will be kept. Search records must be kept for at least five years.

	Develop timelines for search, including application deadlines, screening dates, interview schedules, and target dates for submitting recommendations.
	Determine materials to be submitted by applicants:
	Cover letter expressing interest and describing qualifications
	Resume or vitae
	Letters of recommendation (number required)
	List of references (number required; from whom)
	Transcripts
	Statement of philosophy, goals
	Other:_______________________________________________
	Address all affirmative action clearance policies and procedures
	Review Statement of Standard Search and Evaluation Procedures for guidance
	Advertisement and announcement language, sources and duration; EEO/AA statement inclusion
	Special outreach strategies to locate and encourage minorities and women
	Search Plan Review Form and consultation with Associate Provost, EO/AA
	Letter of acknowledgment to applicants with web address of applicant EO/AA data form
	Identification of applicants in Applicant Pool Report
	Affirmative Action Summary Form completion and submission
	Justification for deviation from standard search and evaluation procedures

	Develop or review position description.
	Identify essential and marginal job functions.
	Identify required and preferred qualifications that reflect essential job functions.
	Ensure position description contains only job related criteria, and does not reflect unlawful discrimination based on race, color, religion, sex, age, national origin, sexual orientation, disability, marital status, citizenship, or status as a disabled or Vietnam Era veteran.

	Identify the name and address of the person to whom applications / nominations will be submitted.
	Determine the international, national, regional, and local market for the position. Officers of instruction, research and libraries require national searches, but may also include other markets.
	Develop the advertisement and the announcement. Ensure the EEO/AA statement is included.
	Identify publications, web sites, institutions, individuals and other sources for the job advertisement and announcement.
	Identify additional outreach sources to attract minorities and women, consulting the Manual and Associate Provost, EO/AA for assistance.
	Note the publication deadlines for submission of advertisements and announcements and ensure they permit the advertisement to be published for at least one month prior to the date applicant screening is to begin.
	Submit the advertisement and announcement to the specified sources.
	Duplicate copies of the advertisements and announcements from the publications and retain with official search records.
	Attach copies of published advertisements and announcements to the completed Affirmative Action Summary form with its submission.

	Send a Letter of Acknowledgment to every applicant. Be sure the Letter contains the suggested information about the applicant EO/AA data entry screen.
	Review guidelines for questions that can and cannot be asked of applicants.
	Solicit applications / resumes from nominated individuals who have not formally applied.
	Be courteous and responsive to applicants who seek information about the position, the school, department, institution and University community.
	Keep applicants informed on the progress of the search (especially if it is taking longer than expected).
	Take care not to eliminate candidates in target groups until the committee has had an opportunity to consider each.
	Be prepared to offer assistance to spouses / partners of candidates, including concerns about employment and housing.
	Take care to maintain confidentiality promised to applicants; adhere to timing and conditions for reference checks.

	Develop a mechanism for screening applications, including record keeping to establish why an applicant was screened out.
	Determine number of persons to be interviewed. If there are no targeted group members in the established number but one is next on the list of well qualified candidates, consider ways to add the person to the list.
	Review materials submitted by the applicants; consider transferability of the applicant’s experiences and skills; identify those who do and do not meet minimum qualifications.
	Note candidates who may be well qualified for future positions, or for positions in other areas of the school or division. Maintain their records for future reference and share information with colleagues, as appropriate.
	Note targeted group members that were screened out of the pool and ensure they were given serious consideration. Consult the Associate Provost, OE /AA for assistance.
	Ensure that applicants are evaluated on the basis of the pre-established criteria. Avoid extraneous comments, either orally or in notes, that are not job related.

	Review the Guidelines for Applicant Questions in this Manual.
	Design the interview process and campus visit to avoid bias toward any candidate.
	Identify all persons and groups to be involved in the interview process.
	Develop an interview schedule for each candidate to be interviewed.
	Develop the interview format: welcome, time for Q & A, demonstration lecture, etc.
	Decide on specific job related questions to ask each candidate.
	Design an interview rating sheet and give it to each interviewer.
	Review the interview process with each candidate, including next steps and timelines.
	Collect rating sheets from interviewers for the official file.
	Collect comments from others who interacted with each candidate for the official file.

	Confirm with each candidate that references will be checked, when they will be checked, and from whom (name and/or title) they will be sought. Be sure to obtain candidate’s permission to conduct the checks as planned.
	Identify the persons to conduct telephone and written reference checks.
	Determine the questions to be asked each reference.
	Develop alternative plans for the unavailability of a reference.
	Request letters of recommendation and ensure receipt of each.

	Critically evaluate the applicant pool for representation of minorities and women.
	If there are no minorities or women on the short / interview list, ensure that the reasons are without unfair bias. If unclear, consider re-evaluating or expanding the pool.
	Evaluate candidates on their qualifications and the full range of their strengths and contributions.

	Charge to search committee
	Names, titles, departments, phone numbers of search committee members, chair and contact person (secretary).
	Copy of published advertisement and announcement; list of all sources used
	Copy of job description
	Copy of completed Search Plan Review Form and accompanying documents, if any
	Applicant Report listing of applicants with specified information on each
	Resume or vitae of each applicant and the selectee
	Notes of search committee meetings and decisions
	Copy of letter of acknowledgment of receipt of application for each applicant
	All letters of reference submitted for each applicant
	Information on reference checks made on each applicant, including notes of phone calls
	Copy of rating sheet used to evaluate applicants
	Copy of standard questions asked each applicant
	Copy of standard questions asked each reference
	Copy of rejection letter sent to each unsuccessful applicant
	Copy of Letter of Recommendation from search committee to hiring officials
	Written comments or written notes of comments from persons who interacted with a candidate, including evaluations of lecture or other on-campus demonstration
	Copy of completed Affirmative Action Summary form and attachments, ensuring it contains required rationale for search committee decisions on selection and rejections
	Copy of Letter of Offer sent to selectee
	Copy of Letter of Acceptance from selectee
	Materials submitted by applicants used to evaluate their candidacies
	Correspondence to and from applicants