SCAO Hiring Quick Kit

A Quick Guide to the Hiring Process

Jerry Kole, SCAO Region IV Administrator Jennifer Phillips, SCAO Region VI Administrator

Introduction This Quick Kit identifies key information and sample materials that a court can use as a guide in the hiring process. It is not intended to be comprehensive or to replace the guidance of a court’s human resource experts. Because the law can change quickly, reviewing for changes is always important. Proper review of any procedure by a competent employment attorney is also strongly encouraged. Additionally, while we reference several resources, we are not attempting to endorse any particular product. Instead, a court should use these tools to fashion a hiring process that works well in their individual court.

“Great vision without great people is irrelevant.”

~Jim Collins, Good to Great

Okay funny, but watch out for these HR landmines . . . Single Interviewer - no witnesses Single Interviewer - no diversity No job description - no criteria Unstructured interview questions No scoring matrix Implicit bias

“Human Resources isn’t a thing we do. It’s the thing

that runs our business.”

~Steve Wynn, Wynn LasVegas

Strive for Bias Free . . .

Posting Screening

Interviewing Selection

Posting Job Description with minimum,

measurable, objective criteria Application that is EEOC compliant Posting in diverse locations Control for Implicit Bias “Let’s post this at MSU. I went there

and it’s the best school!”

Screening Objective Screening Criteria Screening on Qualifications Neutral Screeners (if possible) Control for Implicit Bias “Oh great! I went to MSU and so did

this candidate. Make sure she’s in the applicant pool!

Interviewing Diverse Interview Panel Standardized Interview Questions Legal Questions Scoring Matrix Control for Implicit Bias “So where did you party when you

went to MSU?”

Selection Most Qualified Applicant Be Able to Explain Deviations from

Scoring Embrace Diversity Control for Implicit Bias “So we’re hiring the guy from MSU,

right?”

“Recently, I was asked if I was going to fire an employee who made a mistake that cost the

company $600K. No, I replied, I just spent $600K training him.

Why would I want somebody to hire his experience?”

~Thomas John Watson, Sr., IBM

Important Articles Tips for Rooting out Hidden Bias (Wilkie) Ways to Remove Unconscious Bias

from the Hiring Process (Ciofelli) Interview Questions to Ask and Stop

Asking (Apodaca) Recruiting and Retaining a More

Diverse Workforce (Goldberg - SHRM) The Cost of a Bad Hire (Nezich)

Samples MSC Job Description Template MSC Employment Application Polaris Sample Interview Guide Macomb Hiring Policy Macomb Interview Matrix Macomb Interview Process Guidelines SHRM Sample Interview Questions Isabella County Hiring Manual Contact Regional Administrator for

Sample Question Bank

“If you think hiring professionals is expensive,

try hiring amateurs.”

~Anonymous

Contact your Regional for more Information . . .

Region 1: Paul Paruk: parukp@courts.mi.gov

Region 2: Jodi Latuszek: latuszekj@courts.mi.gov

Region 3: Bruce Kilmer: kilmerb@courts.mi.gov

Region 4: Jerry Kole: kolej@courts.mi.gov

Region 5: Jill Booth: boothj@courts.mi.gov

Region 6: Jennifer Phillips: phillipsj@courts.mi.gov

Acknowledgements A special thanks to Dr. Brenda Wagenknecht-Ivey from Praxis Consulting; Dawn McCarty from MJI; Ed Zobeck, Abigail Tithof and Peggy Ruiz-Helmic from MSC Human Resources; our Regional Administrator Team; and Macomb County Circuit Court and Human Resources for their help with advice and materials.

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Tips for Rooting Out Hidden Bias

Everyone harbors unconscious prejudice. The trick is gaining enough insight to prevent it from affecting who you hire and how you treat people.

By Dana Wilkie Dec 1, 2014

LIKESAVEPRINT REUSE PERMISSIONS

Jennifer Allyn is not someone you’d expect to embrace the notion that a woman’s place is at home. She earned a master’s degree from Harvard Kennedy School, served as an HR consultant to Fortune 500 companies and is currently leading diversity efforts for PricewaterhouseCoopers LLP. She sits on women’s leadership boards, won a Feminist Press award and is her family’s primary breadwinner.

So it stands to reason that when this accomplished professional sees the word “career,” she thinks of women as often as men.

Except she doesn’t.

Somewhere in her subconscious—so deeply buried that she isn’t aware of it—Allyn associates women with families and men with careers. So says the assessment she took called the Implicit Association Test (IAT), a well-respected tool designed to uncover hidden biases about everything from race to gender to age.

“I was raised in a family where my father was the breadwinner and my mother was the caregiver,” says Allyn, who was stunned by the IAT results. “It’s a pretty good jolt when you realize that no matter what your conscious mind may think, there are other dynamics at play.”

Those “other dynamics” may be biases that we embrace on an unconscious level—deep prejudices or stereotypes imparted by upbringing, culture and mass media that influence our perceptions about people and our behavior toward them.

“Hidden biases are not a sign of a bad person,” says Zabeen Hirji, CHRO of the Toronto-based Royal Bank of Canada, which in 2013 co-hosted, with Ernst & Young, a forum on hidden bias for 300 corporate and community leaders. “Most people have them. Once we accepted that … it allowed us to talk about these issues in a nonjudgmental way. What’s bad is not trying to understand what your unconscious biases are.”

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Skin color, gender and age are generally what people think of when they consider biases, but individuals can harbor unconscious prejudice about myriad characteristics, including:

Height and weight. Introversion and extroversion. Marital and parental status. Disability status (for example, the use of a wheelchair or cane). Foreign accents. Where someone attended college. Hobbies or extracurricular activities.

All of these characteristics and many others can imperceptibly influence everything from who gets interviewed to who gets hired to who gets fired. They can affect the way people are mentored, how employees socialize with one another, who is given plum assignments and promotions, and much more.

Which is why a growing number of U.S. corporations offer training programs aimed at rooting out hidden biases.

“Most of our large clients are doing some kind of unconscious-bias training, compared to five years ago—and this is happening globally,” says Margaret Regan, president and CEO of The FutureWork Institute, a global diversity consultancy. “It is probably the one topic that is requested for global and U.S. training by all of our clients going into 2015.”

“Most of our large clients are doing some kind of unconscious-bias training, compared to five years ago—and this is happening globally.” —

Margaret Regan, The FutureWork Institute Sara Taylor, a diversity expert and founder of deepSEE Consulting, says unconscious-bias training is among the top three e-learning subjects requested by her clients. “More people are starting to see this as something that we’ve got to pay attention to,” she says.

None Are Immune

Lest you think you’re immune to having hidden biases, try taking one of the IATs athttps://implicit.harvard.edu/implicit. Chances are you’ll be surprised by the results.

Test participants, who click on specific letters on the keyboard to sort words into one of two categories, respond more quickly when they perceive that certain words—such as “men” and “career”—are closely related. One version, the Race IAT, reveals that 75 percent of its takers, including some black individuals, have an implicit preference for white people over black people.

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Other versions show that Americans prefer thin people over fat people, heterosexuals over homosexuals, and young people over old people. Most Americans, like Allyn, tend to associate women with families and men with careers, according to some versions of the IAT.

Research by a leader in the field of hidden bias—Mahzarin R. Banaji—shows that the human brain is wired to make lightning-quick decisions that draw on one’s assumptions and experiences but that may also be based on misguided generalizations.

“People make judgments and decisions that are totally wrong,” says Anthony G. Greenwald, a University of Washington psychology professor who created the IAT in 1994. “This automatic operation of the mind can lead to behavior that produces disparate impacts—totally without any awareness or intention.”

Most recruiters, HR professionals and managers are taught to avoid behaving differently toward people based on obvious traits such as gender, race, age or disability. Harder to recognize is the disparate treatment that occurs based on subtler biases. For example, is the applicant a married man, and does that make him appear stable? Is she a single mother, and does that make her seem unreliable? Does he speak with a Southern twang, which may give the impression that he’s not terribly bright?

Hidden bias can have legal repercussions. International organizational consulting firm Human Facets asserts on its website that “unconscious bias is increasingly being used in employment litigation to prove discrimination.”

Indeed, it was a central issue in Dukes v. Wal-Mart Stores Inc., in which 2 million women sued the retail giant for gender discrimination. Unconscious-bias arguments have also been used in class-action suits against Home Depot and FedEx, with the companies settling for $87.5 million and $53.5 million, respectively. And hidden bias has been raised in class actions againstFortune 500 companies such as Best Buy, Johnson & Johnson, Cargill, Merrill Lynch, General Electric, American Express, MetLife and Morgan Stanley.

Tips for Avoiding Biased Behavior

Increase purposeful mentoring and coaching. Sponsor people who are not like you.

Be proactive about recognizing people’s different capabilities, and help prepare them to take on challenging assignments.

Consider who might consistently feel like an outsider, and take steps to actively address the situation.

Establish clearly defined, measurable interview criteria against which all candidates will be evaluated.

Set reasonable parameters around the nature and amount of help you will offer to special connections.

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Attend professional affinity group meetings and inclusiveness events to enrich your understanding of diversity.

Evaluate your actions daily.

Seek out regular feedback on your own behaviors and actions from trusted yet objective colleagues.

Reprinted with permission from Outsmarting our Brains: Overcoming Hidden Biases to Harness Diversity’s True Potential, ©2013 Ernst & Young LLP.

Retraining Your Brain

Recognizing the pervasive effects that hidden bias can have on the workplace, companies large and small are hiring consultants—or turning to their HR departments—to do something about it.

At the Royal Bank of Canada (RBC), Hirji embarked on hidden-bias training by having Banaji speak in May 2013 to the bank’s CEO, as well as to senior managers from RBC and Ernst & Young (EY). The response was so positive that RBC and EY then hosted their hidden-bias forum with 300 Canadian leaders from corporations, academia, government and diversity advocacy groups. Today, about 1,000 RBC employees have participated in training sessions on hidden bias, which involve a mix of speakers, discussions and test-taking. The bank also has an internal social media platform that allows employees to talk about unconscious bias.

The training has had a palpable effect. Hirji tells of one executive who confessed that, after receiving training, he caught himself reflexively deciding to pick one of his male stars for a plum overseas job. “He stopped and thought about who else might be on his list, and it ended up being a woman,” Hirji recalls.

Fiona Macfarlane, EY’s chief inclusiveness officer for Canada, admitted that, as a South African immigrant, she tended to give other new immigrants special access and privileges because she empathized with them.

Macfarlane has developed a pamphlet for managers encouraging them to take people who appear very different from themselves to lunch or to include team members who may seem like outsiders in social events. The pamphlet notes that diverse teams perform better than homogenous ones.

In 2011, global pharmaceutical company Pfizer held a three-hour workshop on hidden bias for company leaders. Today, before managers interview job applicants, they’re given a “tip sheet” that helps limit hidden bias from playing a role. Whenever possible, job interviews are conducted by a panel of diverse stakeholders.

Before PricewaterhouseCoopers managers write performance evaluations, Allyn sends them reminders to be on guard against “prototype bias” (the tendency to habitually think of the same

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people for choice assignments) and “affinity bias” (the inclination to identify with employees who have interests similar to the manager’s).

Some experts suggest conducting “blind” reviews of resumes—that is, assessing resumes that have been stripped of identifying information such as name and gender—when narrowing a list of applicants. In this approach, the company creates objective scoring systems: A master’s degree might earn more points than a bachelor’s degree, for example, and points may be earned based on number of years in a relevant position. This gives managers a method for ranking resumes without knowing whether an applicant is a man or a woman, Asian or white, 25 or 45.

Questions to Ask Yourself

Do I typically hire the same type of person?

When I say a candidate is not the right fit, what do I mean?

What does my slate of candidates look like? Do I speak up if it is not sufficiently diverse?

Which of my past hires were successful, and what can I learn from the choices that didn’t work out?

Who do I like to assign to work on—and lead—project teams? Do I have the same go-to people all or most of the time?

Who do I take to important client or cross-team meetings?

Who do I encourage to lead or speak out at meetings? Am I creating opportunities for those less extroverted to demonstrate their capabilities?

How do I identify candidates for promotion and succession? Reprinted with permission from Outsmarting our Brains: Overcoming Hidden Biases to Harness Diversity’s True Potential, ©2013 Ernst & Young LLP.

For Smaller HR Shops

While the RBCs and Pfizers of the world have the money and staff to invest in training about hidden bias, that’s not always possible for smaller companies.

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Lisa Whealon is director of human resources for the GL Group, a midsize, family-owned company in St. Louis with about 200 employees that distributes and sells books to schools.

“Larger companies tend to have protocols and processes in place to limit the possibility of bias,” Whealon says. “I feel it is companies our size and smaller that really have to watch out for these biases during the recruiting and hiring process.”

She and her team assemble questions designed to reveal if an applicant’s skills and personality are suited to the company’s culture, rather than allowing managers to ask questions that might be informed by their own biases. Whealon’s queries may explore if an applicant would be comfortable around employees who wear jeans and engage in spontaneous water balloon tosses, for example, or with taking charge and making decisions without a supervisor’s approval.

The importance of this vetting process became apparent after the company discovered that one employee wasn’t working out, even though a hiring manager had insisted that the person would be a “good cultural fit.”

“We realized the manager and [employee] had many personal factors in common, such as their kids both played soccer and they had similar career backgrounds,” Whealon says. Thus, the hiring decision appeared to be more about personal fit with the manager than cultural fit with the company. “We give hiring managers a road map of questions that speak to our culture,” she says. “Without these questions, you leave a lot of room for interpretation and bias when trying to assess a candidate’s match.”

Janet Harding, director of cultural awareness and inclusion at Frederick Memorial Hospital in Maryland, uses role-playing so medical staff can understand that hidden bias is often a factor in patient care. All new employees attend workshops where they’re told a story about a patient experience and then asked to rank the story’s characters based on how “morally” they behaved. During one workshop, a woman who cared for people with substance abuse realized that she disliked working with addicts because as a child she had had to cope with the painful experience of a family member grappling with addiction.

“She realized that she had to put aside her personal feelings and be professional with whomever the patient was,” Harding says.

Taylor of deepSEE Consulting acknowledges that there are still too few companies that take the time or make the investment to root out hidden bias.

“We aren’t quite there yet,” she says. “It’s still at a surface level for a lot of organizations. But the good news is that more folks are paying attention to this.”

Dana Wilkie is an online editor/manager for SHRM.

This www.shrm.org article content was sent to you by: Dr. Brenda Wagenknecht-Ivey, Ph.D.

Interview Questions to Ask, and Stop Asking

By Noah Apodaca

2/16/2011

Effective interviewing is the cornerstone of successful recruitment. Particularly during sluggish economic times, recruitment efforts can yield numerous highly skilled candidates, which makes the interview sessions all the more important.

Some hiring managers see the interview merely as a task that needs to be completed to move along in the process; they are more interested in the social aspects of meeting individuals who are interested in the company. On the other end of the spectrum, some hiring managers view the interview as a type of “Thunderdome,” where gladiators compete and the victorious champion is awarded the prize of employment.

Both extremes miss the three key goals of employment interviews:

Find out as much as possible about what the candidate knows.

Learn how their work skills have been applied and tested in work situations.

Determine where their aptitudes lie, defining the path of future growth and development.

Ideally, every one of the 10 to 12 questions that interviewers should be able to ask during a typical one-hour interview should be geared to give the most insight on the candidates’ knowledge, skills and abilities. With limited time and resources, don’t throw away a third or more of the interview asking questions that won’t help in the decision-making process.

Interview Question Effectiveness

Scrutinizing interview questions before using them can help improve their strength and effectiveness as well as ensure that interviewers and interviewees get more out of the valuable, albeit limited, time. To do this, answer the following questions about each interview question:

“What is the most likely response to this question?”

“Does that answer give me concrete data that will help my hiring decision?”

If either test falls flat, the question needs work. If both tests fail, toss the question out and start over.

Following are four solid questions to ask—and a proper way to word them—that can garner much of the information needed to help make an informed hiring decision.

Don’t ask: “Why do you want to work here, or why do you want this job?” This question addresses candidate motivation. We know the likely response to either of these questions is to ramble about how wonderful the organization is and what a great opportunity the position represents for the candidate. The truthful answer in all cases is that the candidate is not wealthy enough to be able to survive without earning money, so they’re seeking employment.

Neither of these responses helps to demonstrate what kind of worker the candidate is or provides any insight to their professional goals.

Instead, ask: “What particular skills or experiences make you the best match for this position?” Or to put a behavioral-based interview spin on the question, ask, “What would your most recent supervisor say are the skills that make you the best candidate for this position?” These questions give the candidate the opportunity to bring attention to the things they found to be important from researching the position and their vision of how they might fit in the organization.

Don’t ask: Where do you see yourself in five years? Candidates are thrown by this question easily and typically respond that they plan to be at that organization that they are interviewing with, excelling and making

great contributions. This gives absolutely no insight on the candidate’s vision of their professional growth.

Instead, ask: “Where does this position fall along your career path?” Asking this gives the candidate an opportunity to speak about the skills and experiences that have prepared them for the responsibilities of this position and gives the interviewer an idea of what goals they’re looking to achieve. It might be that some candidates view the position as a destination job that they’d like to hold on to until retirement. Others might see the job as an opportunity to gain skills needed to achieve different professional goals.

Sometimes hiring managers are afraid to ask open-ended questions about a candidate’s future for fear that the individual won’t remain in the job once they’re hired. It is important to remember that employees cannot be forced to remain in any particular job—this is employment, not indentured servitude. While holding on to good employees is always a concern, remember that retention efforts will be more successful if every employee’s professional goals and plans are understood.

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Give candidates opportunities to share with hiring managers answers about their skills, knowledge and experiences.

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Don’t ask: “What was the worst thing about your last employer?” or “What did you like the least about your last job?” This question leads candidates to break professional decorum spending interview time whining or complaining about work experiences. Trash talk might be great in the professional wrestling ring but it rarely helps in corporate America, so why goad the candidate into it? Similarly, a list of complaints provides no useful understanding of how the candidate worked to remain successful in the face of adversity.

Instead, ask: “What aspects of your previous position did you find most professionally challenging?” or “What would your most difficult past client say you could do to improve service delivery?” These questions allow candidates to reflect on how they believe that

their skills matched up with the challenges of their most recent workplace and to provide assessment of what could change. Follow-up questions can probe what steps were taken to address these challenges. This gives an idea of how the candidate deals with difficult workplace situations or challenging tasks as well as how proactive they were in addressing identified issues.

Don’t ask: What are your greatest weaknesses? Some canned responses to this: “I’m too much of a perfectionist.” “Because of my dedicated nature, I put too much of myself into my job and don’t take time for me.” Interviewers know these answers before asking the questions, so there’s no reason to have candidates recite them to us.

Instead, ask: “What kinds of professional development would make you a more-effective worker?” or “What areas of training would your past supervisor say you would benefit from the most?” This gives candidates the ability to provide self-assessments of skills gaps in an environment where they’re displayed not as personal failings but as opportunities for professional growth. In addition, using this option gives candidates the opportunity to see how their supervisor’s developmental philosophy has affected their professional development.

Giving candidates the opportunity to share answers with depth and breadth about skills, knowledge and experiences provides a hiring manager with a much more useful amount of information than an interview that uses canned questions to see if the candidate can give the “right” or “best” answer. The success of a company’s hiring process depends heavily on the ability to assess accurately what candidates can bring to the organization. In addition, it shows how the organization can interact with their newest employees to develop underutilized skills and provide a level of professional satisfaction that will keep them engaged and happy to continue as productive members of the organization.

Noah Apodaca is lead recruiter for staff and communications officer for the human resources department at the University of California, Irvine.

RECRUITING AND RETAINING

A MORE DIVERSE WORKFORCE

Caren Goldberg, Ph.D.

SHRM ENTERPRISE SOLUTIONS WHITE PAPER SERIES

SHRM ENTERPRISE SOLUTIONS WHITE PAPER SERIES

One of the most daunting challenges faced by HR departments is designing and implementing effective recruitment vehicles for attracting and engaging with prospective well-qualified employees across a wide spectrum of diversity, including people with disabil-ities and veterans. Many organizations no longer deem it acceptable to simply post an advertisement for an open position and cross their fingers, hoping that it will attract a well-qualified pool of applicants that reflects wide-ranging diversity. Given the ineffi-ciency of this shotgun approach of marketing open positions to a universe of potential candidates, there has emerged a trend favoring the use of a more effective, targeted strategy. Thus, diversity and inclu-sion leaders are tasked with creating and implement-ing marketing and recruitment vehicles that are easily accessible and that effectively communicate the availability of career opportunities to diverse commu-nities of potential employees who might otherwise not even be aware that such opportunities exist.

Such approaches are important because despite overall improvements in U.S. employment statistics, the gains have not been enjoyed equally among var-ious demographic groups. For example, the Bureau of Labor Statistics reports that whereas the unem-ployment rate for whites and Asians in the second quarter of 2015 had fallen to less than 5%, blacks and Hispanics have unemployment rates of 9.6% and 6.5%, respectively. Data from the bureau also show that the 2014 unemployment rate of persons with a disability, at 12.5%, was more than double that of persons without a disability. Further, among employed individuals, persons with a disability were nearly twice as likely to work part-time as persons

without a disability. At first blush, the unemployment rate for veterans appear quite similar to those who have not served; however, a closer examination reveals that Gulf War-era II veterans had a 2014 unemployment rate of 8.1%. Given these statistics, it would seem that increasing diversity should be an easy task, as there is obvious-ly a sizable pool of “nontraditional” candidates. Yet, there appears to be a disconnect between what em-ployers say they want and what they actually do. For example, a Department of Labor study reported that 82% of employers want to provide accommodations to attract and retain workers with disabilities, yet a Society for Human Resource Management (SHRM) survey of HR managers indicated that less than 20% of employers actively recruit persons with disabili-ties. Efforts toward achieving the goal of a more di-verse workforce can easily become thwarted when managers think of diversity as an additional goal, on top of their already-full plates. The purpose of this article is to demonstrate that employers can achieve the goal of increasing diversity through easy and in-expensive means. In fact, some of these suggestions may require little more than small tweaks to existing efforts aimed at attracting and retaining talent.

Recruitment is a two-way street, but it is easy to lose sight of the fact that applicants make fit assessments about employers in the same way that employers make fit assessments about applicants. Therefore, organizations need to manage their impressions in order to be perceived as welcoming employers of nontraditional applicants. Research has shown that organizations that value diversity are likely to be

SHRM ENTERPRISE SOLUTIONS WHITE PAPER SERIES | Recruiting and Retaining a More Diverse Workforce | 2

Recruiting and Retaining a More Diverse WorkforceCaren Goldberg, Ph.D.

3 | SHRM ENTERPRISE SOLUTIONS WHITE PAPER SERIES | Recruiting and Retaining a More Diverse Workforce

perceived as particularly attractive to nontraditional applicants. There are several ways organizations can accomplish this.

Update your recruitment website. Research indicates that four attributes of recruitment websites affect candidates’ intentions to pursue employment at that organization: ease of use, usefulness, the presence of diversity statements and the extent to which users can interact with the website in a personalized way. While these characteristics result in more favorable organizational perceptions for all candidates, they had a significantly stronger effect on black applicants’ perceptions than on white ap-plicants’ perceptions. This was particularly true with regard to the personalized interaction characteristic. Making the website more engaging will make it more attractive to all applicants, but appears to be particularly meaningful to individuals who come to the recruitment process with expectations of nega-tive experiences.

Use advertising material that portrays the audi-ence being targeted. Research indicates that black and Hispanic applicants were more attracted to organizations that depicted minorities in their recruit-ment brochures than to organizations that did not have minority representatives depicted in their bro-chures. Another study by the same author found that the position of the people depicted in the brochures made a difference. Specifically, black applicants showed no preference toward organizations that depicted black workers in their advertisements, but showed a significantly stronger preference for orga-nizations that depicted black supervisors. That black job seekers were only influenced by the depiction of blacks at higher levels in the organization means that depicting minorities in higher-level positions may be an avenue for increasing this demograph-ic’s perceptions of the likely returns on their human capital investments. A notable finding from this study is that white job seekers were not affected by adver-tisement diversity; thus, this strategy for increasing minority representation is unlikely to have adverse

consequences for more traditional applicants. Expand the list of schools used for campus recruiting. Relying on recruitment sources that are targeted to a particular group of applicants is an effective means of ingratiating the organization with that group. For example, if an organization is trying to attract black candidates, campus recruiting

efforts should include historically black colleges and universities. Similarly, by including schools that don’t charge elite tuition rates, organizations are apt to capture candidates that might otherwise be excluded. There are well-documented racial differ-ences in income, which can result in fewer minority candidates from expensive private schools. Further, research indicates that nontraditional candidates expect to experience discrimination. As a result, even those who can afford elite schools often do not choose these options, as they are less likely to yield the same return on their educational investment.

Consider the recruiters’ demographics. Research indicates that black job seekers had more favorable impressions of organizations where they were in-terviewed by black recruiters. This finding suggests that other recruiter characteristics may also send an important signal to candidates about the extent to which an organization values diversity. In anoth-er study, researchers found that black candidates place greater weight on recruiter demographics than whites do, which suggests that the increase in nontraditional candidates’ impressions of the organization does not come at the expense of other candidates’ impressions. As a practical matter, most

Research has shown that organizations that value diversity are likely to be perceived as particularly attractive to nontraditional applicants.

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organizations do not have the resources to match recruiters to particular applicant groups; however, smaller-scale efforts, such as including minority representatives at job fairs and campus recruiting events, are likely to send a similar message regard-ing the organization’s valuing of diversity.

Include targeted recruitment sources. Because different applicant groups often rely on different recruitment sources, the most effective recruitment plans are the ones that include sources targeted at the particular pool of candidates being sought. Employers do need to bear in mind that focusing on recruitment sources that target nontraditional applicant groups at the expense of sources that tar-get traditional applicant pools could result in claims of reverse discrimination. Therefore, it is important that employers aim to cast a wider net (as opposed to just a different net) and use recruiting sources in addition to those that they already use to attract traditional applicants.

Recruiting at predominantly minority (or female) colleges and universities was addressed above. However, there is a vast array of other targeted re-cruitment sources at managers’ disposal. For exam-ple, minority job fairs and media that are targeted at particular racial or ethnic groups are practical ways for organizations to convey the message that they are actively seeking minority candidates. The SHRM Enterprise Solutions for Diversity platform is another means of targeting racially diverse applicants be-cause it offers customized recruitment sites to com-panies in every industry. There are also an infinite number of affinity groups for minority candidates in various fields that hold conferences where organiza-tions could gain visibility among a targeted pool of candidates (e.g., National Society of Black Engineers, National Society of Hispanic MBAs, National Minority Technology Council).

There are far fewer recruitment sources that spe-cifically target veterans and people with disabilities; however, the U.S. government has programs in

place to help employers increase their diversity of these groups. For example, for organizations looking to increase the number of persons with disabilities in their workplace, the Department of Labor has a program specially designed to help employers find students and recent graduates who have disabilities. Likewise, the Department of Justice has a program designed to provide employment opportunities with-in the federal government to veterans and to help recently hired veterans adjust to service in a civilian capacity. In addition, the SHRM Enterprise Solutions for Disability and the SHRM Enterprise Solutions for Veterans allow employers to target their recruitment efforts at job seekers with disabilities and veteran job seekers, respectively.

The practices indicated above play a key part in attracting a more diverse pool of talent—if applicants don’t know an organization is interested in recruiting nontraditional candidates, they’re less likely to pur-sue employment at that organization. But being vis-ible is only part of the puzzle; applicants also need to see the organization as attractive. Like all candi-dates, nontraditional job seekers are drawn to orga-nizations where they expect to feel valued. Research suggests that policy statements regarding inclusive-ness are an effective means of conveying that the organization values diversity. Targeted recruitment efforts should therefore strive to not only reach a particular pool of candidates, but also to convey the organization’s policy statements regarding inclusive-ness. For example, if an organization were using one of the Enterprise Solutions discussed above, it might consider emphasizing such policies.

In determining whether they will be valued, job seek-ers also consider benefits. Thus, to appeal to nontra-ditional candidates, organizations need to consider whether the benefits they offer appeal to the appli-cant group they’re targeting. In this context “benefits” include not only those plusses that are directly paid for by employers, but also those that come from the job and/or culture of the organization. As an exam-ple, a study by the Government Accountability Office

SHRM ENTERPRISE SOLUTIONS WHITE PAPER SERIES

found that employers indicated that providing men-torship opportunities is a key job feature necessary to recruit and retain older workers. There have not been any published studies on the preferred benefits of the groups focused on in this paper (racial and ethnic minorities, veterans, and persons with disabilities). However, it would seem logical that health-related benefits would be particularly attractive to persons with disabilities. As with the recruitment sources, it is important that benefits offered in order to appeal to particular nontraditional groups not come at the expense of other groups. Given that adding benefits across the board can be quite expensive, a cafeteria benefit plan may be a more cost-effective option for appealing to a broader pool of candidates.

Although this paper is focused on recruitment, it bears noting that success in attracting and hiring a more diverse pool of talent is only useful if you can retain these employees. Given that both managers’ and new hires’ expectations about job performance affect turnover, efforts should focus on ways to increase the expectations for each party. On the manager side, this would include practices such as ongoing diversity training specifically aimed at helping them understand the pervasiveness of ste-reotypes (few, if any, managers believe they rely on stereotypes, though the research suggests other-wise). In addition, the basic HR principle that people do what they are rewarded for doing is certainly applicable in the diversity sphere. Tying manager pay to the achievement of diversity goals is an effective means of keeping managers focused on those goals. Note, however, that diversity goals should not be quota-based; rather, they should emphasize fostering an environment in which everyone feels included.

On the employee side, practices aimed at increasing workers’ expectations about their ability to do the job would include HR practices that provide opportunities for learning and reinforcement. Research indicates that employees are more likely to learn from mistakes in training programs that provide a judgment-free environment where trainees are encouraged to take

risks, told that making mistakes is normal and encour-aged to talk openly about their mistakes. By learning from their mistakes, employees develop a more pos-itive self-concept of professional competence. This would likely be particularly beneficial for nontradition-al employees, given their lower expectations about performance; however, such a training environment should be provided for all new hires.

To summarize, there are a number of recruitment practices that can increase diversity: using targeted recruitment sources, offering benefits that appeal to the group(s) being targeted, using advertising ma-terials that portray the audience being targeted and revamping the recruitment website to make it more engaging. However, given the high cost of turnover, it is also important that efforts toward recruiting nontraditional applicants be matched by practices aimed at retaining them once they are on the job, such as broader diversity efforts focused on reduc-ing managers’ biases and training programs focused on increasing employees’ self-efficacy.

CAREN B. GOLDBERG (PhD, Georgia State University) is an Associate Professor at Bowie State University. Her research, which focuses primarily on diversity and sexual harassment, has appeared in such journals as the Journal of Applied Psychology, Sex Roles, Psychology of Women Quarterly, the Journal of Organizational Behavior, and Group and Organi-zation Management. She has also written five book chapters. Caren is the Treasurer of the Academy of Management’s Gender and Diversity in Organizations Division, where she recently completed a three-year term as an Executive Committee Member.  She has served as an associate editor at Group and Organization Management and is on the editorial board of that journal as well as Journal of Business and Psychology and Human Resource Man-agement.  She has been a testifying expert on numerous employment discrimination cases and a consulting expert on several others.

5 | SHRM ENTERPRISE SOLUTIONS WHITE PAPER SERIES | Recruiting and Retaining a More Diverse Workforce

The basic HR principle that people do what they are rewarded for doing is certainly applicable in the diversity sphere.

SHRM ENTERPRISE SOLUTIONS WHITE PAPER SERIES

SHRM ENTERPRISE SOLUTIONS WHITE PAPER SERIES

KEY PLATFORM FEATURES

• Customized website and registration of a corporate .jobs domain name (www.yourcompany-veterans.jobs)

• Your branding and messaging to these communities

• Daily automated job posting updates

• Full job search functionality

• Integration with your application tracking  system

• Search engine optimization

• Responsive design for tablets and mobile devices

• Embedded links to relevant web pages within your corporate site

• Automated syndication of job listings to 40,000 networks

• Monthly reporting and metrics for tracking

• For more information visit SHRM Enterprise Solutions

• To find out how your organization can adopt this SHRM- promoted solution for Diversity & Inclusion, call 855-411-SHRM.

SHRM Enterprise Solutions http://enterprise.shrm.org.

The Society for Human Resource Management has long supported diversity in the work-place. Experience demonstrates that diverse workforces foster strategic growth, creativity and innovation, and HR practitioners are seeking smart ways to broaden the pool of quali-fied job candidates and improve inclusive hiring goals. 

Toward that end, SHRM Enterprise Solutions makes it simple for employers to design and implement customized, branded web sites to attract and retain veterans, individuals with disabilities and other minority candidates. 

Developed in cooperation with DirectEmployers Association, SHRM Enterprise Solutions is more than just a recruiting platform. It helps employers magnify their marketing and outreach to diversity applicants, and under-scores their commitment to corporate social responsibility. With minimal expense or delay, your company can target these communities with one or more websites at the .jobs domain. 

PUBLISHED ON TUESDAY, DECEMBER 12, 2017

The Cost of a Bad Hire

Author: Heather Nezich

A bad hire can be very costly for employers. According to a new CareerBuilder survey, companies lostan average of $14,900 on every bad hire in 2017. Nearly three in four employers (74%) say they'vehired the wrong person for a position.

"It's important to note that there's a ripple affect with bad hires. Disengagement is contagious — poorperformers lower the bar for other workers on their teams, and their bad habits spread throughoutthe organization," said Rosemary Haefner, chief human resources officer at CareerBuilder. "The bestthing hiring managers can do is put in the time and effort on the front end to make sure they havethe best available pool of applicants for every job opening. And, just as importantly, have goodprocedures in place for evaluating candidates."

Bad hires affect business negatively. 37% of employers cited reduced productivity, 32% reported losttime to recruit and train another worker, and 31% stated that the quality of work was compromised.

So what exactly makes a bad hire? Employers in the CareerBuilder survey stated:

· Candidate didn't have all the needed skills, but thought they could learn quickly:35%

· Candidate lied about his/her qualifications: 33%

· Took a chance on a nice person: 32%

· Pressured to fill the role quickly: 30%

· Had a hard time finding qualified candidates: 29%

· Focused on skills and not attitude: 29%

· Ignored some of the warning signs: 25%

· Lacked adequate tools to find the right person: 10%

· Didn't do a complete background check: 10%

· Didn't work close enough with HR: 7%

Employers in the survey described a bad hire as:

· The worker didn't produce the proper quality of work: 54%

· The worker had a negative attitude: 53%

· The worker didn't work well with other workers: 50%

· The worker had immediate attendance problems: 46%

· The worker's skills did not match what they claimed to be able to do when hired:45%

But employers aren't the only ones making bad decisions. Two in three workers (66%) say they haveaccepted a job and later realized it was a bad fit. While half of these workers have quit within sixmonths, more than a third (37%) have stayed in an unhappy situation – leading to a less engagedworkforce. Workers who stated that they had taken a job only to realize it's a bad fit stated theirreasons for being unhappy as:

· Toxic work culture: 46%

· Boss' management style: 40%

· Job didn't match what was described in the job listing and interviews: 37%

· Lack of clear expectations around the role: 33%

All of this data shows how important it is to reveal the organization’s true culture during the interviewprocess, give a clear explanation of the job duties and expectations, and perform complete duediligence before making a hire, including checking references and verifying resumes.

While the cost of hiring the wrong person can be high, the cost of letting a good worker go is evenhigher. According to employers, the average cost of losing a good hire was $29,600 this year. Andwhile 75% of workers say they're loyal to their current employer, only 54% say they feel theircompany is loyal to them. 31% say they are likely to change jobs in the next year.

The cost of a bad hire is significant and can affect the team, the manager, and the entire organization.Taking the time to do a broad search and doing your due diligence in selecting employees is wellworth the effort.

Source: CareerBuilder

JOB DESCRIPTION Michigan Supreme Court – Michigan Court of Appeals

1

JOB TITLE: POSITION REPORTS TO: (Executive, Director, or Manager/Supervisor) POSITIONS REPORTING TO THIS JOB: List of positions that report to this position LEADERSHIP RESPONSIBILITY: (Leader, Team Leader, Individual Contributor) JOB LEVEL: (Currently, salary range) FLSA CLASSIFICATION: (Exempt or Non-Exempt) COMPETENCY GROUPING: Leader, Professional, Administrative DEPARTMENTS AUTHORIZED TO USE POSITION: LAST EDITED BY AND DATE: LEADER APPROVING AND DATE: JOB SUMMARY Provides a brief description of the overall purpose of position; an overview of why the job exists, what the job is to accomplish, and the level of supervision. The job summary is usually two to three sentences long. ESSENTIAL DUTIES AND RESPONSIBILITIES Lists the primary job duties and responsibilities (BIG ROCKS) using headings and then give examples of the types of activities under each heading. Each BIG ROCK should account for no less than 10 to 20% of the time an incumbent spends on the job, OR a small amount of time that has a significant impact on the operation or results of the organization (for example, a highly technical job responsibility that takes about 5% of and incumbents time that, if not done correctly, would bring our network down).

• Identifies between five and ten primary duties and responsibilities for the position • Lists the primary duties and responsibilities in order of importance • Each statement begins with an action verb (see the Performance Communication System

participants guide on writing “target descriptions” • Uses the present tense of verbs • Uses gender neutral language such as s/he and generic language such a photocopy instead of

Xerox or tissue instead of Kleenex • Includes the following disclaimer: This document represents the major duties, responsibilities,

and authorities of this job, and is not intended to be a complete list of all tasks and functions. Other duties may be assigned.

ADDITIONAL RESPONSIBILITIES (IF NECESSARY) Lists the infrequent job duties and responsibilities or non-essential tasks. Guidelines above in essential duties and responsibilities apply. MINIMUM REQUIREMENTS States the minimum requirements / qualifications required to successfully perform the job (i.e., the knowledge, skills, and abilities required to perform the essential functions of this job). These are the requirements that are necessary for someone to be considered for the position. Preferred requirements are not listed here – they can be included in a position posting.

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EDUCATION Should include both ordinary and formal schooling and specific training in special courses. Takes into account specific skills or knowledge that may be learned on the job. EXPERIENCE Should be stated in specific terms of months or years required for the average worker to obtain a satisfactory level of performance on the job. KNOWLEDGE Should include knowledge that is inherent within the duties and responsibilities, facts and principles the worker must be familiar with or have learned, and the degree, breadth of knowledge and understanding in the overall job processes. ABILITY Should include short statements about the capability of performing particular kinds of actions required to successfully perform the duties. Includes the statement: Ability to multi task and work cooperatively with others. LICENSING / PROFESSIONAL CERTIFICATION Should include all state, federal, technical or professional licenses, issued by an accredited licensing agency required by the job. PHYSICAL REQUIREMENTS Should detail any physical requirements of the job. Includes the disclaimer: The physical demands described here are representative of those that must be met by an employee to successfully perform the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. OTHER REQUIREMENTS States other desired requirements or special circumstances to the job, i.e., travel requirements.

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Full Name: Date:

Address:

City: State: Zip Code:

Home Phone/Cell: Email:

Date Available for Employment:

Position Applying for:

Are you able to perform the essential functions of the job for which you are applying, with or without a reasonable accommodation?

Yes No

Are you authorized to work in the United States?

Yes No If you are under age 18, can you furnish a work permit?

Yes No

Have you ever worked for the Supreme Court or Court of Appeals before?

Yes No If yes, date(s) and position(s) held:

Have you ever been terminated from employment or asked to resign by an employer? Yes No

If you answered yes to this question, please explain (you may attach a detailed explanation):

Note: Answering yes to the following question does not automatically disqualify you for the position, unless relevant to the type of employment.

Have you ever been convicted of a crime? Yes No

If you answered yes to this question, please explain (you may attach a detailed explanation):

Do you have any relatives working for the Judiciary? Yes No

Instructions: Please e-mail this fully completed application to: jobapps@courts.mi.gov . In the subject line, please include the word "Application", along with the name of the position for which you are applying.

MICHIGAN SUPREME COURT AND MICHIGAN COURT OF APPEALS

Employment Application

If yes, please give name(s) and their position(s):

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Education and/or Military

High School: City, State:

Did you graduate? Yes No

College: City, State:

From: To: Did you graduate?

Yes No Degree:

College: City, State:

From: To: Did you graduate?

Yes No Degree:

Graduate School: City, State:

From: To: Did you graduate?

Yes No Degree:

Military: City, State:

From: To: Were you Honorably Discharged?

Yes No

Professional References – Not related to you, whom you have known for at least three years

Name: Phone:

Company: Years Acquainted:

Name: Phone:

Company: Years Acquainted:

Name: Phone:

Company: Years Acquainted:

Employment History - please provide last 10 years, may add more history if desired Employer Name: Supervisor:

Address: Phone:

Job Title: E-mail:

Employment Dates:

Reason for Leaving:

Employer Name: Supervisor:

Address: Phone:

Job Title: E-mail:

Employment Dates:

Reason for Leaving:

Employer Name: Supervisor:

Address: Phone:

Job Title: E-mail:

Employment Dates:

Reason for Leaving:

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12/12/17

Applicant Statement

By signing this application, I declare the information provided by me is complete and true to the best of my knowledge. I understand any misrepresentation or omission on this application may preclude an offer of employment, or may result in a withdrawal of an employment offer, or may result in my discharge from employment if I am already employed at the time the misrepresentation or omission is discovered.

I authorize the Michigan Supreme Court, Michigan Court of Appeals to contact former employers and educational organizations regarding my employment and education. I authorize my former employers and educational organizations to fully and freely communicate information regarding my previous employment, attendance, and/or grades. I authorize those persons designated as references to fully and freely communicate information regarding my previous employment and education.

It is the policy of the Michigan Supreme Court and Michigan Court of Appeals to provide equal employment opportunities to all applicants and employees without regard to any legally protected status such as race, color, religion, gender, national origin, age, disability or veteran status.

I also understand if I am hired by the Michigan Supreme Court or Michigan Court of Appeals I will be required to provide proof of identity and legal work authorization.

I agree that, if hired, I have the right to terminate my employment at any time, with or without cause, and with or without notice and the Michigan Supreme Court or Michigan Court of Appeals may also terminate my employment at any time, with or without cause or notice.

I understand that should an employment offer be extended to me I accept that I will fully adhere to the policies, rules, and regulations of employment of the Employer. However, I further understand that neither the policies, rules, regulations of employment nor anything said during the interview process shall be deemed to constitute the terms of an implied employment contract.

This application shall be considered active for a period of time not to exceed 90 days.

I certify the information contained in this application is true, correct, and complete. I understand that, if employed, false statements reported on this application may be considered sufficient cause for dismissal.

Signature: _____________________________________________ Date: ___________________

Sample Guide

Admin Docket Coordinator

Candidate: _______________________________________

Interviewer: ______________________________________

Date: ____________________________________________

Admin Docket Coordinator

IN THIS GUIDE Instructions on: Interview Structure Preparing for the Interview What to Do During the Interview Evaluating the Candidate Interview Questions Covering the Following Competencies: Leveraging Technology to Complete Work Leveraging Technology to Complete Work Multi-Tasking and Organizing Priorities Interacting with Professionalism Interacting with Professionalism Making Sound Decisions After the Interview: Rating Summary Table

Admin Docket Coordinator

INSTRUCTIONS FOR THE INTERVIEWER

Interview Structure

• These materials can be used to conduct either individual (i.e., one interviewer) or panel interviews (i.e., two or more interviewers).

• When conducting panel interviews, interviewers may elect to rotate from one interviewer to the next in asking questions throughout the interview.

• The interview contains a series of dimensions, with (sometimes) multiple questions per dimension; only one question (and any necessary probes) should be asked per dimension.

• The interviewer(s) should spend approximately 5 minutes per question.

Preparing for the Interview

• Before beginning the following structured interview, review any job related information that you wish to share with the candidate; also consider reviewing the candidate's resume with him/her as a way to calm his/her nerves before.

• Prior to the interview, determine which questions will be asked (and who will ask each question when multiple interviewers are present).

• Answer any questions that the candidate may have.

During the Interview

• Ask one question (and any necessary probes) per dimension; probes are designed to help elicit more specific information on the situation/context, action, and result.

• Throughout the interview, you should take notes on what the candidate said during the conversation so that you can accurately rate his/her performance following the interview.

Evaluating the Candidate

• Following the interview, rate the candidate on a scale from 1 (Not At All Effective) to 5 (Highly Effective) for each dimension; evaluation (i.e., look for) guidelines are provided for each dimension, and these guidelines define the highly effective range.

• If there are multiple interviewers, each interviewer should make his/her own independent ratings, and then the group should discuss and agree on the final ratings for the candidate.

• When making your ratings, remember that everyone has both strengths and opportunities; very rarely is someone highly effective at everything, or ineffective at everything.

• Be sure to evaluate the candidate based on what he/she says; if you are not sure what the candidate is saying, ask for clarification so that you can make

an accurate rating.

Admin Docket Coordinator

Candidate Name: Interview Date/Time:

Role Name: Interview Location:

Interviewer Name:

Other Panel Member Names (if applicable):

Before Beginning Questions, Read: "During this structured interview, I [we] will ask you a series of questions designed to measure how well you fit with our organization and the job. Each question asks you to think about and describe a time or situation in your past. When responding to the questions, please be as specific and concise as possible in your answers. In particular, I am [we are] most interested in hearing what the specific situation was, what you did, and what happened as a result. When responding to the questions, please try to use work-related examples rather than examples from your personal life. However, if you are not able to think of a work-related example, you can describe school or other personal situations. During the interview, I [we] will be taking notes to help me [us] remember your responses. Do you have any questions before we begin?"

Details About the Role and Organization: Resume/CV Review: After sharing information about the role and organization, make note of any questions the candidate asks.

Make note of any clarifying information regarding the candidate's resume/CV.

Admin Docket Coordinator

Question #1: Leveraging Technology to Complete Work

Please describe a time when you had to learn a new technology at work and incorporate it into your daily activities. • What was the situation and technology? • Why did you have to learn the new technology? • How did you go about learning the new technology? • How did you incorporate the technology into your daily activities? Why? • How effective were your efforts? How do you know?

Less Than Effective Circle Your Rating Highly Effective

Only uses the tools or equipment that is specifically designed to complete his/her work; does not understand or use equipment that is not expressly provided for his/her job; does not seek out new technology that might be helpful; resents the need to explore other technology

1 2 3 4 5

Actively seeks out new technological solutions to work problems, and communicates these solutions to others in an attempt to work more effectively; is excited when a new technology or piece of equipment is introduced; is the first to learn how to use new equipment; introduces the advantages of new equipment to others and shows them how to use it effectively

Notes

Admin Docket Coordinator

Question #2: Leveraging Technology to Complete Work

How would you rate your ability to perform administrative and clerical duties on a scale from one to ten, where ten is the best? • Why this rating? • Can you provide an example? • Would your coworkers agree? Why/why not? • Would you former employer(s) agree? Why/why not? • What is lacking in your ability to perform administrative and clerical duties?

Less Than Effective Circle Your Rating Highly Effective

Is incapable or unwilling to use computer resources to help with his/her work; is unwilling to learn new software or equipment that might make work more efficient; is unable to use computers to find required information; finds new software frustrating and refuses to learn; does not seek training designed to teach him/her how to use new software

1 2 3 4 5

Uses computer software and hardware efficiently; constantly seeks new ways to use computers and software more efficiently, and passes the information to others; is sought by others to answer computer-related questions; teaches others how to use specialized computer programs; makes management aware of needed hardware changes that will facilitate work

Notes

Admin Docket Coordinator

Question #3: Multi-Tasking and Organizing Priorities

Often times we have conflicting demands for our time at work--e.g., multiple projects are due at the same time, two or more people require our time or assistance, two or more people wanted you to complete a project differently, etc. Please describe a time when you experienced conflicting demands at work. • What was the situation? • In what way(s) did you have conflicting demands? • What did you do? • How/why did you decide to handle the situation in the manner that you did? • What happened as a result?

Less Than Effective Circle Your Rating Highly Effective

Does not prioritize work tasks, or has difficulty doing so; even with set priorities, does not allocate time and effort accordingly; does not follow priorities that have been established by others; struggles to differentiate between low and high priority items; puts off addressing high priority items

1 2 3 4 5

Excels in prioritizing work; keeps a schedule with priorities for different tasks that ensure he/she meets all responsibilities; helps others in prioritzing their own work; can be counted on to address high priority items that have been assigned to him or her; always ensures high priority items are addressed before moving onto other work

Notes

Admin Docket Coordinator

Question #4: Interacting with Professionalism

Please describe a situation that demonstrates the level of confidence that you have in yourself and your capabilities. • What was the situation? • In what way(s) does this situation demonstrate your level of confidence in yourself?

Less Than Effective Circle Your Rating Highly Effective

Displays a lack of confidence that he/she can deal with some work situations; depends on others to deal with difficult tasks; does not project confidence in own opinions when dealing with others

1 2 3 4 5

Expresses a great deal of confidence in his/her own ability to deal with various difficult situations; manners and answers are self-assured; often takes the lead in situations demanding a confident approach; projects an air of self-confidence in difficult situations

Notes

Admin Docket Coordinator

Question #5: Interacting with Professionalism

Please describe a stressful situation that you experienced involving an authority figure (e.g., your manager, supervisor, boss, leader). • What was the situation, and who was involved? • Why was the situation stressful? • What did you do? • How did others involved in the situation respond to your actions? • What happened as a result?

Less Than Effective Circle Your Rating Highly Effective

Is unable to stay calm in stressful situations; does not like to work in unusual or stressful circumstances; does not like situations that make multiple demands on his/her time; easily becomes angry and stressed in difficult situations

1 2 3 4 5

Maintains control of him/herself in unusual or trying circumstances, and is often observed helping others cope with stressful situations; uses humor or other diversions to defuse stressful situations; takes special note of those adversely affected by situations and seeks to help them cope; continues to focus on accomplishing important work outcomes in stressful situations

Notes

Admin Docket Coordinator

Question #6: Making Sound Decisions

Please describe a time when you had to work independently, without close supervision or coworkers nearby. • What was the situation? • How did it make you feel? • How effective were you? • Do you enjoy working independently, without close supervision or coworkers nearby? Why/why not?

Less Than Effective Circle Your Rating Highly Effective

Avoids decisions when possible, and instead lets other make decisions; when making decisions, often ignores important information or the implications of the decisions; does not provide information needed to make decisions; does not provide input to decision making

1 2 3 4 5

Makes good decisions based on all available information; considers the implications of decisions; can explain the rationale for decisions to others in a convincing manner; is sought by others in making decisions; actively seeks input to important decisions; uses experience and knowledge to make high quality decisions

Notes

Admin Docket Coordinator

Competency Your

Rating (1-5)

Consensus Rating (1-5)

Using Technology to Complete Work Interacting With Computers Prioritizing Work Demonstrating Self-Confidence Remaining Calm and Even Tempered Making Decisions

Average

Final Comments:

Overall Recommendation

Do Not Recommend Recommend Highly Recommend

Approved 12-7-16

EMPLOYMENT INTERVIEW REPORT

The purpose of this report is to organize the recording of information collected during the interview and to assist in evaluating and comparing different applicants when interviews are completed. It will be most effective if this report is completed immediately after the interview.

Name of Applicant:

Name of Interviewer:

Position, Posting Number, Department:

Date:

CRITERIA 1 2 3 4 5 Rating 1-5 Weight Total

Score JOB RELATED EDUCATION HAS ACQUIRED THE APPROPRIATE EDUCATIONAL COURSEWORK, DEGREE, LICENSE OR CERTIFICATION

Meets the minimum education requirements

Possesses additional job related or preferred educational requirements

Possesses extensive job related education, exceeding the preferred requirements

JOB RELATED EXPERIENCE HAS ACQUIRED THE NECESSARY JOB RELATED EXPERIENCE

No prior job related experience

Possesses some job related experience

Possesses an adequate level of experience

Possesses additional job related or preferred requirements

Possesses extensive job related experience, exceeding the preferred requirements

JOB RELATED KNOWLEDGE HAS ACQUIRED THE NECESSARY JOB RELATED KNOWLEDGE

No prior job related knowledge

Possesses some job related knowledge

Possesses an adequate level of job related knowledge

Possesses additional job related or preferred requirements

Possesses extensive job related knowledge, exceeding the preferred requirements

COMMUNICATION ABILITY TO PRESENT IDEAS AND THOUGHTS IN A PROFESSIONAL, CLEAR, CONCISE AND WELL ARTICULATED FORMAT; ABILITY TO CLEARLY AND SUCCESSFULLY DELIVER, RECEIVE AND UNDERSTAND INFORMATION

Responses were unclear, off topic or not well thought out; displayed unprofessional interpersonal skills

Responses were somewhat unclear, generally off topic and not well thought out; displayed somewhat unprofessional interpersonal skills

Responses were generally clear, on topic and thought out; displayed professional interpersonal skills

Responses were very clear, on topic and well thought out; displayed very professional interpersonal skills

Responses were exceptionally clear, on topic and thought out; displayed extremely professional interpersonal skills

PROBLEM SOLVING/DECISION MAKING ABILITY TO UTILIZE INFORMATION TO MAKE A DECISION OR RECOMMENDATION; ABILITY TO PROVIDE A FEASIBLE SOLUTION TO A PROBLEM

Lack of problem solving ability, did not provide viable solutions to problems

Lack of adequate problem solving ability

Adequate problem solving ability

Good problem solving ability; provided viable solutions to problems

High level problem solving ability, took logical steps in making decisions/ recommendations; provided viable solutions to problems

MACOMB COUNTY Human Resources and Labor Relations Department

1 South Main Street, 6th Floor, Mount Clemens, MI 48043 ▪ Phone (586)469-5280 ▪ Fax (586)469-6974

Approved 12-7-16

CRITERIA 1 2 3 4 5 Rating 1-5 Weight Total

Score PROJECT MANAGEMENT ABILITY TO BALANCE WORKLOAD, DETERMINE PRIORITIES, MANAGE RESOURCES AND COMPLETE PROJECTS WITHIN SPECIFIED TIMELINES

Lack of organizational skills; inability to multi-task, prioritize and/or delegate work

Lack of adequate organizational skills; some ability to multi-task, prioritize and/or delegate work

Adequate organizational skills; ability to multi-task, prioritize and/or delegate work

Good organizational skills; good ability to multi-task, prioritize and/or delegate work

Excellent organizational skills; enhanced ability to multi-task, prioritize and/or delegate work

TEAMWORK ENCOURAGE COOPERATION AND THE ABILITY TO ACCOMPLISH TASKS, WORKS WITH OTHERS TO COMPLETE ASSIGNMENTS AND ACHIEVE GOALS

Did not encourage cooperation with others to complete assignments and/or achieve goals

Somewhat accepts teamwork and cooperation with others to complete assignments and/or achieve goals

Accepts teamwork and cooperation with others to complete assignments and/or achieve goals

Encourages teamwork and cooperation with others to complete assignments and/or achieve goals

Encourages and facilitates teamwork and cooperation with others to complete tasks and/or achieve goals

INSIGHT/POTENTIAL UNDERSTANDS AND COMPREHENDS POINTS AND CONCEPTS; SHOWS INITIATIVE TO LEARN ABOUT THE POSITION, DEPARTMENT OR ORGANIZATION PRIOR TO THE INTERVIEW; DEMONSTRATES ABILITY TO FOLLOW INSTRUCTIONS DURING THE INTERVIEW PROCESS; DISPLAYS POTENTIAL TO PROMOTE WITHIN THE ORGANIZATION

Did not understand many points and concepts; unclear about position, department or organization; inability to follow instructions during the interview process

Lack of adequate ability to understand points and concepts; somewhat unclear about position, department or organization; displayed some ability to follow instructions during the interview process

Adequate ability to understand points and concepts; generally understood the position, department or organization; followed instructions during the interview process

Ability to understand many points and concepts; had a good understanding of the position, department or organization; followed instructions during the interview process; displays some potential to promote

Exceptional ability to understand points and concepts; thorough understanding of the position, department or organization; ability to follow instructions during the interview process; displays high potential to promote

VETERANS PREFERENCE PROVIDED TO ELIGIBLE EXTERNAL APPLICANTS THAT PROVIDE APPROPRIATE PROOF OF SERVICE

Point preference for active duty service veterans 0.25

Point preference for veterans that have a duty related disability or received a Purple Heart 0.50

TOTAL POINTS 100%

Interviewer Signature: ____________________________________________________________

INTERVIEW PROCESS GUIDELINES

The following are guidelines to assist you in completing the interview process in an objective and professional manner. Please consult the Recruitment and Selection policy and your assigned Service Partner for more information. Before the Interview:

• Work with your Service Partner to:

� Develop interview questions and scoring matrices based upon required and

preferred qualifications

� Develop supplemental questionnaires and/or exercises, if necessary

� Select an interview panel

� Determine dates and times the interview panel is available for interviews

� HRLR will schedule the applicants for the interview Interview Day:

• Inform applicable staff members when and where interviews will be taking place

• Choose a professional interview setting that is appropriate to the position During the Interview:

• Greet the applicant and introduce yourself

• Explain the interview format/process

• Provide the applicant with a realistic preview of the position, including the following:

� Essential job duties

� Working hours

� Working conditions

� Travel requirements

• Ask each applicant the same interview questions in order to provide fair and consistent

evaluation criteria

� You may ask follow-up questions to obtain clarification to an applicant’s answer,

as necessary

� According to applicable State and/or Federal law, it is illegal to ask questions

regarding a candidate’s race, color, religion, national origin, age, height, weight,

sex, marital status, familial status, disability or genetic information

MACOMB COUNTY Human Resources and Labor Relations Department

120 North Main Street, 1st Floor, Mount Clemens, MI 48043 ▪ Phone (586)469-5280 ▪ Fax (586)469-6974

Please refer to the Pre‐Employment Inquiry Guide below for more information: Subject Lawful Pre‐‐‐‐Employment Inquiries Unlawful Pre‐‐‐‐Employment Inquiries

Address Applicant’s current and prior addresses Age Are you 18 or older? Applicant’s age or date of birth Arrests Have you ever been convicted of a crime? Misdemeanor arrests which did not result

Have you ever been arrested for a felony? in conviction(i) unless applicant is seeking a position with a law enforcement agency

Birthplace Birthplace of applicant and applicant’s relatives;

birth certificate, naturalization and baptismal records, unless required by federal law(ii)

Citizenship Are you legally authorized to work in the These questions are unlawful unless asked as United States? part of the Federal I‐9 process(iii)

a.) Of what country are you a citizen? b.) Are you a naturalized or native‐born citizen?

c.) Are your parents or spouse naturalized or native‐born citizens?

Disability Ability to perform the essential Physical or mental conditions which are not

functions of the job with or without directly related to the requirements of a accommodation(iv) specific job

Education Applicant’s academic, vocational or professional education and schools attended Genetic Testing Applicant’s genetic information; requiring

applicant to undergo genetic testing(i) Height or Weight Applicant’s height or weight(i) Marital Status Marital status or children; titles such as Mr.,

Mrs., or Ms.(i) Name Applicant’s name; other names used Applicant’s maiden name(i) by applicant National Origin Languages spoken and written by Applicant’s lineage, ancestry, national origin or applicant nationality (see note ii below) Notice in Case of Name, address and phone number of Name, address and phone number of relative Emergency person to be notified in case of accident to be notified in case of accident or emergency or emergency Organizations The organizations and clubs to which Names of organizations to which an applicant applicant belongs except as noted in belongs if information would reveal the race, the column to the right color, religion, national origin or ancestry of the members of the organization Photograph Applicant’s photograph prior to hire Race or Color Applicant’s race, national origin or color Religion Religious denomination or affiliation; religious holidays observed Sex Applicant’s gender; ability or desire to have children; child care arrangements (i) Unlawful under Michigan law only, not covered by federal law

(ii) Documents required by the Immigration Reform and Control Act (IRCA), 8 USCA §§ 1234a et seq., may only be collected after a conditional offer of employment has been

made (iii) The IRCA mandates that employers verify citizenship and work authorization, but only after a conditional offer of employment (iv) This question is only lawful if applicant has been informed of the essential job functions

Michigan Department of Civil Rights (2012)

During the Interview (continued):

• Note the applicant’s responses to assist you in making your evaluation as well as to

answer any post interview inquires as needed.

• At the conclusion of the interview:

� Take the time to answer the applicant’s job-related questions

� Thank the applicant for his/her interest in the position and that HRLR will

communicate the status of the position to them via e-mail

� When escorting the applicant from the interview room, consider giving him/her a

tour of the department or work area

After Each Interview:

• Complete and sign the scoring matrix

Be mindful of the interview biases identified below when evaluating the applicants:

Bias Definition Example Stereotyping Forming generalized opinions about

people of a particular race or gender. Assuming that men prefer an outdoor job to a desk job.

Inconsistency in questioning

Asking different questions of candidates.

Only women are asked to describe how they handled an on-the-job mistake.

First impression Forming a snap judgment (positive or

negative) and letting that first impression cloud the interview.

Forming a positive opinion of a candidate

who dresses well.

Halo effect Judging a candidate as a strong in many areas because he or she is

strong in one area.

Rating a candidate highly because she is very articulate.

Horn effect Judging a candidate as weak in many

areas because he or she is weak in one area.

Rejecting a candidate because of spelling

errors on a resume.

Cultural noise Failing to recognize when a

candidate's response is politically correct and not very revealing.

Accepting a candidate's statement that he

has no preference for individual or team assignments when he actually prefers to

work alone.

Nonverbal bias Placing undue emphasis on nonverbal behavior.

Rejecting a candidate because she plays with her watchband when she is nervous.

Contrast effect Comparing a candidate against

others who came before.

Rating a candidate more highly than

deserved because the two candidates interviewed previously were very weak.

Similar-to-me Picking a candidate because of

personal characteristics shared with the interviewer.

Selecting a candidate who attended the

same college as you and who has the same management philosophy.

Central tendency Viewing all candidates as middle of the road.

Holding such high standards that no candidate can meet them; all are seen as

average.

Society for Human Resource Management (2013)

Upon Conclusion of Interviews:

• Forward all original documents from the interview, including proof of education,

interview notes and the scoring matrices to your Service Partner

• Service Partner will complete scoring and send results to the hiring department

• Notify your Service Partner of your applicant of choice

• HRLR will facilitate the employment offer and on-boarding process, including any

background and reference checks

• HRLR will communicate the status of the position to all applicants (please direct any

contact from applicants to your Service Partner)

1

SHRM – Interview Questions

Common questions can be used to break the ice during the first few minutes of an interview or to end the interview. General questions also can be used for most positions.

Opening

What do you know about our company? Tell me why you chose [name of career] as your profession. What do you like most about the [name of profession]? What do you like least,

and what do you find the most challenging? Tell us a bit about your work background, and then give us a description of how

you think it relates to our current opening. What are your qualifications in your area of expertise, that is, what skills do you

have that make you the best candidate for this position? Include any special training you have had (such as on-the-job, college, continuing education, seminars, reading) and related work experience.

Why have you applied for this position? What skill sets do you think you would bring to this position? Tell me about your present or last job. Why did you choose it? Why did you, or

why do you, want to leave? What was your primary contribution or achievement in your last or current

position? Biggest challenge? What are your short- and long-term career goals? What are some positive aspects of your last employment or employer? What are

some negative aspects? After learning about this opportunity, what made you take the next step and apply

for the job? What would you have liked to do more of in your last position? What held you

back? Would you please describe your interest in becoming [title of position]. Tell me about your normal experiences during a typical day in your current

position. In your current job, what is your usual schedule? How many hours do you work,

and when do you work them? What sizes of organizations have you worked in? What industries have you worked in? What qualities and skills do you think a successful [name of career] professional

should have? Which of these qualities and skills you named do you have? Tell me about two work accomplishments that were very successful or you are

the most proud of. What college courses or experience have prepared you for the position you are

applying for with us?

2

What three things are most important to you in a position? What was the best job you ever had? What was the worst? Why? What do you think makes a “good” organization? What makes a company be

described as “one of the best businesses” or “best places to work” by a community?

Describe the ideal job from your perspective. Describe what you would say if asked to talk about yourself in a group of 15 work

colleagues. What’s the best book you’ve read in the last year? Please take a minute and tell

us what you liked about it. What is your interpretation of “success”? Describe an ideal work environment or “the perfect job.”

Closing

Describe what you see as your strengths related to this job or position. Describe what you see as your weaknesses related to this job or position.

If we offer you this position, what contributions would you expect to make during the first three months on the job?

Why should we hire you? If the position required it, would you be willing to travel? If the position required it, would you be willing to relocate? If you were offered this position, when would you be available to start? If you are the successful applicant, how would you expect to be different after a

year in this position? Now that you have learned about our company and the position you are applying

for, what hesitation or reluctance would you have in accepting this job if we offered it to you?

Tell me anything else you would like us to know about you that will aid us in making our decision.

What questions would you like to ask me? Have you heard of any programs, policies or actions of [Company Name] that

concern you? How will your work performance enhance [Company Name] in this industry as it

is today?