Screening, Interviewing and Selection Process

How to Hire the Right Worker
Abstract
This paper discusses the processes used for screening, interviewing and retaining candidates in the Noble Network of Charter schools in the Chicago area. The processes examined include those used for certified and non-certified candidates as well as evidence-based practices recommended by academic researchers. The paper concludes with a reflection of how the Noble Network could better facilitate the screening, interviewing and retaining process.
Keywords: candidate screening, candidate interviewing, candidate retention
Introduction
This paper examines the processes used by Noble Butler College Prep for screening, interviewing and retaining candidates—both certified and non-certified. The paper is organized into the following sections: (a) Process for Screening Candidates, which discusses current screening practices at Butler College Prep as well as evidence-based practices (EBP) that could be used; (b) Process for Interviewing Candidates, which discusses current interview practices along with EBP that would apply; (c) Process for Retaining Candidates, which discusses current practices used to facilitate retention at the school and EBP that would also work; (d) Reflection, in which I provide my own thoughts on the information provided, and finally (e) Conclusion, in which the main points of this paper are summarized. Before beginning, it is worth noting some brief characteristics of my school, Noble Butler College Prep, which is part of the Noble Network of Charter schools in the Chicago area: it is located in Southside Chicago; it is an impoverished school in an impoverished region; it is also a school for social justice and the arts. These qualities play a part in how candidates are screened, interviewed and retained because they demand a certain type of character from potential hires; however, when it comes to the processes used, certain standardized approaches are what apply predominantly.
Process for Screening Candidates
Current
Certified staff. Background checks, drug tests, referrals, teaching licensures, a relevant degree or a degree in education, years of experience, and/or an appropriate academic background are all part of the checks used to screen candidates applying for a certified position, whether it be as a teacher, administrator, or school psychologist. Screening is conducted in the initial phases when candidates are selected from the talent pool. Candidates’ social media profiles are examined, including professional profiles on LinkedIn if available; resumes are sorted based on applicable experience, training, and education. Failure to pass any of the above-mentioned checks eliminates the candidate from moving forward.
Non-certified staff. The main methods of screening for non-certified staff are background checks, fingerprinting, drug testing, referrals from other staff, high school diploma or GED, and experience. As non-certified staff are required to support the infrastructure of the school but are not required to engage in the actual training or oversight of students, their educational background is not as relevant or pertinent as is the case for certified staff.
Evidence-Based Practices
Information technology (IT) can facilitate screening both for certified and non-certified staff (Chapman & Webster, 2003). IT can be used for recruiting candidates whose resumes are posted online, for screening candidates based on social media profiles and posts, and for collecting data from a trove of resumes and selecting candidates that fit a specific profile entered into the system on the back-end. IT is a Digital Age tool that can help a school system identify matches more easily and more quickly where and when it counts most.
Process for Interviewing Candidates
Current
Certified staff. Application review with voting on proceeding to the interview stage, phone interviews conducted by HR, followed by formal interviews with principals and staff hiring team; followed by a demo lesson in front of principals in the Noble Network of Charters schools. Candidates are given the option of selecting the campus at which they would like to teach, if there is not immediate need in a specific school; and principals may compete with each other for candidates—often by offering extrinsic incentives, such as higher salary.
Non-certified staff. Application review, phone interviewing, informal interviewing with principal, and calling references are common practices for interviewing non-certified staff candidates. As non-certified staff, the jobs are mainly labor-intensive and do require aptitude tests or skill assessments. Simple interview procedures are typically adequate for determining fitness.
Evidence-Based Practices
One-on-one interviews along with group interviews are recommended best practices, along with requiring a presentation of abilities by the candidate (Wheeler, Johnson & Manion, 2008). Examining the candidate from all angles during the interview process facilitates the decision making process. The more eyes trained on the applicant and the more the applicant is able to demonstrate, the better the likelihood of the right candidate being hired.
Process for Retaining Candidates
Current
Certified staff. Retention bonuses and end-of-year bonuses based on academic growth, school development, or academic goals being met are two ways certified staff can be retained year over year. Incentives can also include intrinsic methods, such as awards, esteem-building acknowledgement, and so on. Extrinsic incentives to boost retention can also include promotion opportunities.
Non-certified staff. Annual cost of living raises based on review is the main retention method used. Bonuses are sometimes in order. Promotion opportunities are also available to help keep workers year over year.
Evidence-Based Practices
Ensuring that workers, both certified and non-certified, are satisfied with their jobs or can report a consistently high level of job satisfaction is the best way for organization to retain candidates year over year (Hussein, Moriarty, Stevens, Sharpe & Manthrope, 2014). The more that employees are happy with their work and their positions, the more likely they are to be retained. Workers are happiest when they have clearly defined goals that they are able to achieve in a positive and supportive workplace environment (Hussein et al., 2014).
Reflection
When it comes to screening, interviewing and retaining candidates for certified and non-certified positions in the Noble Network of Charter schools, it is important to keep in mind the student body and the types of candidates who would get along well with students and other stakeholders. A candidate might appear like a fit on paper, but the real test will be when the candidate is met face-to-face. The Noble Network of Charter schools principals and staff department heads should, therefore, be willing and able to meet with all candidates who might like to teach at a particular campus. Hiring for a campus location, in other words, should not be a decision made solely by an HR staff based out of a separate location. It is important for the fit to be discerned on both ends; this will ensure that achieving job satisfaction is a real possibility. I would recommend that my own school adopt this method in the future so that new hires are not selected outside the school and sent by the Network administration.
Conclusion
Ensuring that the right candidate is hired and retained for the right job requires having a process in place that can fit applicants with positions appropriately. IT, face-to-face interviews, and the possibility of job satisfaction are all ways to better help these processes to be effected. Establishing that a candidate is a good fit is one of the hardest things an administrator can do—but with more people involved and more demonstration from the part of the candidate, the right choice can be made.
References
Chapman, D. S., & Webster, J. (2003). The use of technologies in the recruiting, screening, and selection processes for job candidates. International Journal of Selection and Assessment, 11(2?3), 113-120.
Hussein, S., Moriarty, J., Stevens, M., Sharpe, E., & Manthorpe, J. (2014). Organisational factors, job satisfaction and intention to leave among newly qualified social workers in England. Social Work Education, 33(3), 381-396.
Wheeler, R. E., Johnson, N. P., & Manion, T. K. (2008). Choosing the top candidate: best practices in academic law library hiring. Law Libr. J., 100, 117.