The job description consists of at least two essential elements: explanation of the duties to be performed and list of qualifications necessary to begin the job on day one.

 

 

The duties statement should describe the nature of the position and performance expectations. Information included in the duties statement should not refer to requirements necessary for consideration.

 

 

The job description should include a clear list of the requirements necessary for consideration. These requirements represent the standard that will be used in the screening process.

 

 

           Qualifications statements should be built using the knowledge, skills and abilities language.

 

           To be considered for interview and possible selection, applicants must have the knowledge, skills and abilities listed in the “required” section of the qualifications.

 

           Qualification statements will determine the standard used in the assessment process. The committee should look for information that provides proof an applicant has the required KSA’s for the position.

 

           Addition of diversity-related competencies as requirements: Look for opportunities to include diversity-related skills, multicultural perspective and/or experience as part of the requirements, such as:

 

           Understanding of and experience in the meaningful inclusion of diverse students in university affairs,

           Demonstrated commitment to promoting diversity and equity,

           Broad understanding of and experience with diverse populations and equity issues and the development of initiatives to foster a more diverse and inclusive campus community.

§           Sufficient information to recruit and hire a faculty member that meets university and department goals

§           Provide the committee with information necessary to design a recruiting plan, job description and guidelines for screening applicants aligned with university and department goals.

 

§           Assess the current department needs – What is the current state? How would you describe the department now?

§           Determine future needs of the department and the characteristics needed in a chair to realize those goals.

§           Identify key stakeholders and craft an opportunity for them to share their perspective on the direction of the department and the role of the Chair. Solicit both internal and external stakeholders by using interviews, surveys or other appropriate research instruments.

§           External labor market conditions should be examined including current demographics, known specialists and the nature of the competition in this content area, etc.

§           Include an analysis of the current diversity within the department with specific emphasis on current department demographics as well as the diversity of perspective and/or research areas represented. Aspects of diversity to consider: discipline/specialization, research interests, teaching specialties, schools attended, stage of career development, and/or philosophical perspective.

 

§           What are the current beliefs and assumptions about the selection process? How might these affect this search?

§           How can we minimize the assumptions and judgments as we make decisions?

§           What current beliefs or cultural norms support an effective selection process? Which might serve as an obstacle?

§           What is the balance between providing access to a greater number of diverse, qualified applicants and establishing a high academic standard?

§           What are the strengths and challenges in this discipline regarding demographics: What are the demographics in the discipline? In the pipeline? At our sister institutions? What should we do to overcome the challenges? What demographics are we likely to encounter in the applicant pool?

 

§           Use the assessment data to create a profile of the job duties and qualifications for the position.

§           Based on the assessment, what characteristics, knowledge, skills and abilities are necessary for the position? Which would be preferable but not required? Which would support the direction of the department?

§           What constitutes “merit” for an applicant aspiring to a faculty position?

§           What background experiences would have prepared an applicant to carry out the duties successfully?

§           What background experiences are you willing to accept as proof of the requisite qualifications? How expansive can the standard be set? These become the elements used in assessing each applicant.

 

 

§           Based on the results of the assessment and the job description, where would likely candidates be found?

§           To which organizations would prospective applicants belong?

§           What organizations are likely to attract applicants from underrepresented groups?

§           What organizations are likely to announce the position at minimum cost?

§           Will there be professional gatherings in which announcements and/or preliminary interviews can be held? How do the meeting dates align with the search timeline?

§           What networks can be tapped for disseminating the announcement; how can these networks be expanded?

§           Reach consensus on terms and parameters used in the assessment process

§           Use only the qualifications listed on the job description

§           Assess all applicants against the same standard

§           Give all applicants the same opportunities for success

§           Search committee members demonstrated a willingness to accept a broad set of experiences as proof of qualifications

§           Recruiting phase generated a large pool of diverse, qualified applicants

§           Search committee members took an active role in distributing the announcement, especially to organizations to which a large number of underrepresented applicants belong

§           Selected applicant met university needs and the profile developed in the assessment.