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Hiring for ImpactMichael McDowell, Ed.D.
@mmcdowell13, [email protected], [email protected], #AVL2016
It's all about focusing on a few habits.
Undercurrents
The Big 41. Loss Aversion2. Value-Attribution3. Diagnosis Bias4. Overconfidence
Anatomy of an accident
The power of loss.
THIS IS IT!Your sense of urgency may override your logic...
SOBE like HarvardResumes may lead you down a particular path...
When roommates (and parents) know best...
Hiring is instinctive
Hiring is tied to powerful stories shaped by undercurrents that maintain irrational behavior
This is the best we are going to do...look at where they came from...I just think it is so important when they say [x]...we always pick great teachers.
We need dry logic to find the right people.
The right people have the beliefs and behaviors that make a substantial impact on learners and the learning community.
● I am an evaluator● I am a change agent● I see assessment as
feedback to me● I see learning as hard
work● I enjoy challenge
● I talk about learning and not about teaching
● I engage in dialogue not monologue
● I engage in positive relationships
● I use the language of learning
● I collaborate
BELIEFS BEHAVIORS
Hiring for Impact The Right Beliefs and
Behaviors
The Right People Involved
The Right Support
Filter and StructureExplore and InvolveDemonstrateEmbrace
How it works
Step 1Filter Candidates
through screeners
Structure Interviews
Step 2General Interview
and Demonstration Lesson(s)
Step 3Provide Targeted
Support
Nexus
Behaviors and Beliefs.
The Structured Interview• Conducted by a trained interviewer• Research-based• Designed to predict effectiveness in facilitating
student learning and growth• Calibrated so that all candidates are treated
equally
Example QuestionYou have a capable student who gets A’s on the tests and major assessments but does not do the the daily assigned work. How would you work with this student?
Right people involved• Interview conducted by a committee from the
school DO organizes interviews• Draws on expertise of faculty members across
grade levels• Committee makes recommendation to the
Principal. • No forced ranking: Our goal is to find the right
person not the best person from the group.
Demo/Scenario• Demo. lesson conducted by a committee from the school • Focused on key impact areas and unique needs of school• Committee makes recommendation to the Principal. • No forced ranking: Our goal is to find the right person not the
best person from the group. • Rubric is used to evaluate level of efficacy on criteria
Scenario
You have received pre/post test results from your learners. What next steps would you take?
Capacity Building- Knowing and Responding to Impact
Questions...
Research• Dipboye, R. L. (1997). Structured selection interviews: Why do they work?
Why are they underutilized. International handbook of selection and assessment, 13, 455-473.
• Why are structured interviews so rarely used in personnel selection? van der Zee, Karen I.; Bakker, Arnold B.; Bakker, Paulien Journal of Applied Psychology, Vol 87(1), Feb 2002, 176-184. http://dx.doi.org/10.1037/0021-9010.87.1.176
• Hunter and Hunter (1984) revisited: Interview validity for entry-level jobs. Huffcutt, Allen I.; Arthur, Winfred Journal of Applied Psychology, Vol 79(2), Apr 1994, 184-190. http://dx.doi.org/10.1037/0021-9010.79.2.184
• Willi H. Wiesner1,* andSteven F. Cronshaw2 (2011)A meta-analytic investigation of the impact of interview format and degree of structure on the validity of the employment interview*Journal of Occupational Psychology
• Volume 61, Issue 4, pages 275–290, December 1988
