tachments (letter of introduction and letters of recommendation). Since many applicants appear to possess the appropriate qualifica- tions for a position, we needed an effective, cost-saving method to determine if the applicant would be the “right fit” for a department. I believed that a more collaborative, inclusive approach would in- crease the likelihood that the best candidate would be identified and hired.
Our new hiring process The DASSH (DePrater Additional Screening for Selection and
Hiring) process was developed to help reduce costs and time spent. Prior to the posting and screening process, staff members who will be working directly with the applicant compile a list of the characteristics and traits they believe the ideal person should possess to be success- ful. The job is posted with some of those descriptors on ED-JOIN for 10 working days. The department director then paper- screens the applications and selects people he or she would like to consider. One of the advantages of this process is that many more applicants may participate.
“Speed session” interviews The interview session is referred to
as the “speed session” due to the format. Members of the department that has the vacancy develop questions relating to the characteristics and traits identified. The selection committee will use some (or all) of these questions during the speed session. In addition, the depart- ment director may wish to have the selection committee meet and brainstorm the questions they would like to ask the applicants dur- ing the speed session. This provides an added opportunity for the department to meet,
provide input, and feel valued for being asked to participate in the process. The selection committee is invited to participate in the speed session and each individual is given roles and responsibilities. The speed session is scheduled for 10 to 12 applicants who all re-
port at the same time. The number of applicants in a session is equal to the number of individuals from the selection committee who are assigned the role of questioning. The number of questions identi- fied by the department determines how many individuals from the selection committee are assigned the questioner role. Applicants report to a room and are given a brief introduction
to the position and the organization. The applicants are then taken into the speed session room, where each member of the selection committee is sitting at an individual station set up at the perimeter
of the room. Applicants are given two minutes at each station to re- spond to a question and then, at the ring of the bell, they are asked to move to the next station. The selection committee member asks each applicant the same question. This process continues until the applicant has moved to each individual station and answered each question. Once completed, applicants are given a card thanking them for their participation and providing them information for the remainder of the interview process. After the speed session, a debrief meeting is held with the selec-
tion committee for feedback. A major point to reinforce with the se- lection committee is that they are not making a decision for a person to be hired at this point. The speed session screening is merely an opportunity to de- termine if the selection committee agrees that an applicant may be the right fit with the team and possesses the characteristics/ traits identified as needed to be successful in the position.
Moreover, the speed session provides
the selection committee an opportunity to see if they make a personal connection with the applicant. After the debrief session, the department identifies a smaller number of applicants to be invited to return for a more lengthy interview process.
Following up with open-ended questions For the follow-up interview, the inter-
view panel should ask open-ended and situational questions, giving the interview committee the chance to see how the appli-
cant may respond to a proposed realistic issue. An example of a ques- tion may be along the lines of, “A student is being disruptive during the teaching of a lesson. How would you respond? And if the behavior continues, what would you do next? And if the behavior still contin- ues, then what?” This gives the interview committee an opportunity to see how the applicant thinks and how they may have reacted to similar situations in the past, instead of asking the traditional ques- tions about background and experience.
The bottom line The DASSH process has been welcomed by our administrators
and support staff – in addition to other educational agencies with which we have shared the process – as a way to save time and reduce costs while finding the best candidate. n
Karen DePrater is director of human resources, San Joaquin County Office of Education.
November/December 2011 37
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