EQUITY
HANDBOOK
For LRCCD EQUITY (INTERVIEW) REPRESENTATIVES
LOS RIOS CCD
March 2006
Developed by Campus Equity Officers:
ARC – Pamela Walker
CRC – Katherine McLain
FLC – Monica Flores
SCC – Julia Jolly
DO – Dolly Green
Compiled by District Human Resources Office
1
EQUITY HANDBOOK
Table of Contents
I. Chancellor’s Letter
II. Confidential and Privileged Information
III. Best Practices for Hiring Effectively
IV. Roles, Functions & Responsibilities
 Role of Equity Representative
 Functions
 Overview of Hiring Process
 BOG Report
 Responsibilities
 P130 Document
 Text of Prop 209
V. Mission and Mandate
 Board Policy
 Title 5
VI. Reference Materials
 Hiring Regulations and Procedures
 Full-Time Faculty
 Faculty Hiring Manual
 Full-Time Classified
 Full-time Managers
 Adjunct Faculty
 Sample Diversity/Equity Interview Questions
 Hiring Effective Faculty
(Note: LRCCD Board Policies, regulations and the faculty hiring manual sections included in this
handbook are current as of December 2002. LRCCD Board policies and regulations may be found at
the LRCCD website www.losrios.edu)
2
March 1, 2006
Dear Los Rios Equity Representatives,
Thank you for agreeing to serve as an Equity Representative. I realize the multitude of duties that
we all perform; your dedication in this role is greatly appreciated in making our District a fair and
equitable employer of choice with a commitment to diversity.
It is our charge to ensure we remain an employer who is equitable to all applicants, treating each
with respect and dignity. This handbook has been developed to help you guide the committees
through the hire process. The Equity Representative’s role is to ensure that each candidate is treated
fairly, without discrimination or preferential treatment, and to ensure our top applicants demonstrate
sensitivity to and understanding of the diverse academic, socioeconomic, cultural, disability, and
ethnic backgrounds of community college students.
The Campus Equity Officers will be conducting annual training for all Equity Representatives, as
well as training those who serve on hiring committees. Should you have any questions as to your
role in this process, or questions regarding the process itself, please feel free to contact your Campus
Equity Officer.
Thanks again for your time and efforts in making Los Rios Community College District an equitable
employer and a positive place to work.
Sincerely,
Brice W. Harris
Chancellor
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March 1, 2006
REGARDING: Confidential and Privileged Information
Dear Equity Officers and Equity Representatives:
The Human Resources Office is very appreciative of your role and service as it relates to providing
an environment of equity or, “quality control” during the screening and selection process. The role
of assuring a process that focuses on the skills, knowledge and abilities of individuals rather than
items such age, gender, lifestyle, parental status, ethnicity, religion, or disability is critical.
Another important role we continue to require of our Equity Officers and Equity Representatives
involves training and assuring confidentiality within the process. While the selection committees
have always recognized the need to protect confidentiality with respect to the applicants, rankings,
discussions, etc. we are requesting additional caution be provided with respect to the application
paperwork.
In recent times, laws relative to release of social security numbers have been passed in light of
“identity theft”. While the submission of a social security number on the application is no longer
required this information is often on transcripts along with birth dates, maiden names and other
information that we all deem as personal and confidential.
We ask your support and commitment to training all committee members on responsibilities and
actions that provide for equity and confidentiality.
On behalf of Human Resources and the numerous applicants you will encounter THANK YOU.
Ann Aaker
Associate Vice Chancellor
Human Resources
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Best Practices for Hiring Effectively
Responsibilities of the Chair





Guide, direct, facilitate, and oversee committee meetings.
Maintain compliance with all district policies and procedures governing the process.
Review committee responsibilities with members.
Monitor the overall process for fairness.
Create confidential folders for committee members.
Responsibility of Equity Representative


Monitor the hiring process to ensure that no candidate is unfairly discriminated against.
Report allegations of noncompliance to the Equity Officer.
Responsibilities of Committee Members










Receive EEO training of district policies and procedures.
Actively participate in the process.
Develop rating criteria.
Develop interview questions.
Evaluate and rate candidates.
Interview candidates.
Selection of final candidates to refer for final interview.
Maintain confidentiality before, during and after the process has been completed.
Be fair and consistent in applying the evaluation criteria.
Notify the Equity Rep if you discover an unfair or bias practice occurring.
Confidentiality

The hiring process is a highly sensitive and confidential process. It is critical that all selection
committee members and those associated with this activity maintain the highest degree of
confidentiality in order to preserve the integrity of the process.
Candidates with Disabilities



Each letter to applicants invited to interview should included the following statement, “If you
require and ADA accommodation, please contact _________ (include name and phone number
of Chair).
If an applicant requires/requests accommodations for the interview process, the Chair and
Equity Officer need to work collaboratively to meet the requested accommodation needs.
It is unlawful to ask an applicant questions about his/her disability before a job offer is made.
Even if the committee becomes aware of an applicant’s disability during the hiring process, the
committee may not ask about its nature or severity. These questions can only be asked after a
job offer is made.
5
Screening Criteria



Create screening criteria directly from the job announcement based on education, ability,
knowledge, and experience that are measurable by the contents of the application materials.
Conduct screening without reference to or consideration of perceived or actual race, ethnicity,
religion, disability, sexual orientation, or other protected characteristics.
Rules for Screening
o Do not write on any application materials.
o Do not make copies of any application materials.
o Apply the grading criteria fairly and consistently to all applicants.
o Read all applications fairly.
o Maintain confidentiality of all applications.
o Do not remove applications from the designated site.
Interview Questions Criteria






Create questions that elicit specific work experiences and professional accomplishments.
Discuss as a committee what traits a successful candidate should possess.
Make a list of the knowledge, skills, and abilities that would result in superior performance in
that position.
Use questions that require the candidate to draw from past experience.
Elicit specific examples from candidates. This requires a candidate to really think about answers
and helps prevent him/her from giving a prepared statement.
Ask results-based questions: Examples:
o Give a brief overview of your experience as it relates to this position. Please describe
your most significant accomplishment in a recent position.
o Please describe your experience working as a member of a team, the role you played, and
the outcome of the project.
o How have you worked to enhance your own professional development?
o Provide a specific example of a challenge you have encountered in a classroom that dealt
with teaching a diverse student population, the steps you took to address it, and the
learning outcome.
 Tell the committee about a time when you faced a difficult ethical dilemma on the job and
how you handled the situation.
 Give examples of specific events that have shaped your approach and appreciation for
dealing with diverse groups of individuals in your learning environment.
Prior to First interview

6
The committee should take time collectively to:
o Review the job announcement.
o Assign questions to committee members.
o Discuss general framework for successful responses to individual questions.
o Prior to each interview the committee should briefly review the candidate’s application.
Rules for Interviews




Be fair, consistent, and impartial in your assessment and scoring.
Write down as much specific information as possible that weighs into your score value.
Do not draw on your interview sheets or write down non-relevant information like: did not
comb hair, did not wear jacket, cologne or perfume issue etc. because those do not relate to the
candidate’s ability to do the job.
Be professional, courteous, and attentive at all times recognizing, that you represent the college.
Rules Between Interviews





Do not advocate for a candidate.
Do not voice opinions against candidates.
Do not compare candidates.
All the above are done only after all committee members have finished scoring all candidates.
Never share personal experiences involving candidates. This can create bias and influence the
judgments of other committee members, and you may also subject yourself to personal liability.
Things to Remember for the Interview





Water for candidates
Name markers for committee members
Tissue box
Calculators (optional)
Extra pens or pencils
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The Role of the Equity Representative

To ensure nondiscrimination and equal treatment of any individual on the
basis of ethnicity, race, color, gender, disability, religion, age (over 40), national
origin, ancestry, sexual orientation, political affiliation or belief, parental status,
or marital status through the screening and interviewing process.

To remind the committee members that their task is to recommend “the most
qualified candidate for the institution including such factors as academic
credentials, employment experiences, role model, community involvement,
professional relationships, and teaching abilities.”

To assist in promoting a “fair and equal” screening and interviewing process
whereby biases are eliminated.

To encourage the inclusion of a question to assist the committee in
determining the candidates’ sensitivity to and understanding of the diverse
academic, socioeconomic, cultural, disability, and ethnic backgrounds of
community college students, staff and faculty, e.g., “What experience have you
had working with students of different ethnic or cultural backgrounds?” (Wait
for answer.) “What about this experience was most difficult for you?” or
“Community college students are now more diverse ethnically, linguistically,
and culturally. Some students may be physically challenged, have learning
disabilities, or communication problems. Please tell us how you will meet the
special needs of these students.”

To assist the chairperson in developing the best climate possible whereby the
interviewed candidates can be at their best.
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Functions of the Equity Representative
The Equity Representative:
 Serves as a voting committee member and technical advisor during the selection
process.
 Participates in the development of paper screening, interview criteria, and the
interview questions utilized in the selection process.
 Participates in and monitors the paper screening and interviewing processes and
brings problems to the attention of the Equity Officer.
 Provides assistance in monitoring the interview time allotted per candidate.
 Ensures that each candidate shall be asked an identical set of questions and shall
be given the same amount of time to answer a set of questions. Any clarification
needed for a response will not use conjecture or leading questions.
 Ensures that the questions asked are job related and that the committee does not
add any questions which are not job related.
 Ensures that the Screening/Interview Committee conversations shall be limited
to the written application and supplemental materials and any applicable responses
in the interview.
 Assists the Screening/Interview Committee in keeping all conversations relating
to candidates job related.
 Reports instances of non-compliance to the campus Equity Officer.
 Completes form P130 regarding the screening and interviewing process.
Note: The Equity Representative can intervene in the screening and/or interviewing process if he/she
observes discriminatory remarks, bias against or favoritism toward a candidate(s) based on ethnicity, race,
color, gender, disability, religion, age (over 40), national origin, ancestry, sexual orientation, political affiliation
or belief, parental status, or marital status, and/or other actions which jeopardize the integrity of a fair and
equal process for all candidates.
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EQUITY HANDBOOK
Hiring Process Overview
Recruitment / Advertisement

Initial Committee Meeting

Screen / Interview Question Development

Screen / Select Interviewees

Interview / Rank Candidates

Discuss Top Candidates
(faculty only)

Re-rank Candidates
(faculty only)

Second Level Interview
(for some positions)
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EXCERPTS FROM:
BOARD OF GOVERNORS
EQUITY AND DIVERSITY TASK FORCE REPORT
OCTOBER 2002
A. Sensitivity Hiring Criteria. The evaluation of sensitivity to and understanding of our diverse
students should be part of every stage of evaluating candidates for faculty, classified, and
administrator positions. In order for this qualification to be gauged during paper screening,
questions about sensitivity to and understanding of diversity should be included in the
application or supplementary questions. Candidates should be asked how their sensitivity to
understanding of a diversity of perspectives are demonstrated in their personal background,
education, and/or experience and what special skills, knowledge, or ideas about meeting the
needs of diverse students they would bring to the college. The following methods are
recommended to assess a candidate’s understanding of and sensitivity to the diversity of
community college students:
1. The evaluation of candidates according to their demonstrated ability to respond effectively
to such issues of diversity as: academic preparation, culture, gender, race, ethnicity, sexual
orientation, socioeconomic circumstances, and disability.
2. The evaluation of candidates according to their demonstrated experience in developing or
participating in successful efforts to assist and encourage community college students and
others like them in achieving their goals.
3. The recognition of proficiency in a language other than English, especially a language spoken
by a significant portion of the student body.
4. The evaluation of experience in developing or participating in mentoring or cohort
programs.
5. The recognition of the sensitivity of candidates who have been community college students
and who have received financial aid or participated in EOPS, DSPS, CalWORKs, or similar
programs while they were students.
6. The evaluation of candidates’ formal training in or demonstrated ability to offer instruction
that addresses a variety of learning styles.
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B.
Training Program for Committee Members on Hiring Committees. The
training programs should:
1. Convey a sense of the educational, vocational, and social values to students and
the campus community of a rich variety of backgrounds and perspectives
among its members;
2. Reduce committee members’ resistance to cultural differences and induce a
positive appreciation of such differences;
3. Communicate clearly the legal and ethical injustice of discrimination based on
cultural and racial difference, age, gender, religion, disability, and other similar
factors. The training should also illustrate the damage—social, socioeconomic,
and psychological—that has occurred as a result of discriminatory practices;
4. Communicate the importance of campuses becoming cultural models for
students: that by providing an environment which honors diversity and is free
of prejudice, the college/district can produce in students attitudes that will
contribute to the elimination of bigotry in the larger community;
5. Provide committee members with specific strategies and techniques for
promoting inclusiveness in job descriptions, advertising, paper screening, and
interviews, as well as eliminating unintended exclusiveness; and,
6. Persuade committee members that good hiring practice demands that we reach
the broadest pool of potential candidates and hire the candidate who will be
the greatest asset to students and the campus community
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EQUITY HANDBOOK
Responsibilities of the Equity Representative on Hiring Committees for Permanent Staff
ACTIVITY
TASK
Before the panel meets
Review hiring process.
Communicate with the committee chair.
During the first committee
meeting
Communicate your role and function to other panel members.
During the gathering of
interests/criteria
Ensure that the interests/criteria are job related, do not reflect bias against
or favoritism toward any candidate based on race, color, gender, disability,
TOOLS
Faculty Hiring Manual
Classified Hiring Regulations
Role and Functions of the
Equity Representative
P/R-5121, P/R-6122, P/R-9122
Faculty Hiring Manual
Role and Function of the Equity
Representative
Hiring Effective Faculty
religion, age (over 40), national origin, ancestry, sexual orientation,
political affiliation or belief, parental status, or marital status, are broad
in nature, and cover all aspects of job responsibilities.
During the writing of
screening criteria
 Ensure that the screening criteria are job related, are limited to terms on the
job description, can be evaluated from the written materials, are broad
enough so that candidates with potential are not automatically eliminated.
 Ensure that there are not multiple screening criteria measuring the same
skills, that ways to assess the candidate in each area are discussed, and that
the weighting for each screening criteria is discussed
 For faculty and management positions, ensure that there is a screening
criteria related to a candidates’ sensitivity to and understanding of the
diverse academic, socioeconomic, cultural, disability, and ethnic
backgrounds of community college students, staff and faculty.
Job Description
Faculty Hiring Manual
P/R-5121, P/R-6122, P/R-9122
Hiring Effective Faculty
13
ACTIVITY
During the writing of
interview questions
During the
screening/selection process
During the interview
During the discussion of
candidates (faculty positions)
After the interview
During all phases
14
TASK
Ensure that the interview question topics are written before the screening
process begins and are finalized before the candidates to be interviewed are
selected.
Ensure that the interview questions are job related, are broad in nature, do
not have one right answer, reflect the interests of the hiring committee, and
are written in such a way as to be easily understood by all potential
candidates.
 For faculty and management positions, ensure that there is an interview
question related to a candidate’s sensitivity to and understanding of the
diverse academic, socioeconomic, cultural, disability, and ethnic
backgrounds of community college students, staff, and faculty.
 Ensure that there are not multiple interview questions measuring the
same skills and that the weighting for each question is discussed.
Review the applications and apply the screening criteria.
Monitor the selection process for fairness.
Monitor process to assure a level playing field for all candidates:
 All are asked the same questions;
 All have the same amount of time;
 Follow up questions are handled in a comparable fashion;
 Role plays are scripted as much as possible;
 Content experts are identified and understand their role;
 No discussion of candidates occurs during the interview process.
Assist with creating a good environment for the interview.
Assist with tabulating the rankings and identifying the finalists.
Ensure that all aspects of this discussion are job related and that all
committee members’ voices are equal in the conversation.
Assist with tabulating the rankings and identifying the finalists (for faculty
and administrative hiring only).
 Complete the P130.
May meet with the President, VP, and Dean to review the candidate that the
president intends to recommend.
Discuss concerns with the Committee Chair and/or Equity Officer.
TOOLS
Hiring Effective Faculty
Interview Questions for Cultural
Competence
P/R-5121, P/R-6122, P/R-9122
P/R-5121, P/R-6122, P/R-9122
Faculty Hiring Manual
Classified Hiring Regulations
P/R-5121, P/R-6122, P/R-9122
Faculty Hiring Manual
Classified Hiring Regulations
P/R-5121, P/R-6122, P/R-9122
Faculty Hiring Manual
Classified Hiring Regulations
Faculty Hiring Manual
15
Los Rios Community College District
EQUAL OPPORTUNITY EMPLOYMENT CHECKLIST
A. Position Information
ARC
CRC
FLC/EDC SCC
CERTIFICATED
Outreach _______________
CLASSIFIED
Other __________________
MANAGEMENT
Operating Unit: _________________ Position Title: ______________________ Position No.: ____________
B. Screening Committee
YES
NO
1. Did the committee members review the job specifications for the position?
2. Were job-related objective criteria established for selecting candidates to be interviewed?
3. Were the criteria broad enough to ensure a diverse applicant pool?
4.
Did the committee include a diverse membership which will bring a variety of perspectives to the
assessment of applicant qualifications?
5. Was a standard rating system established for screening the applicants?
C. Interview Committee
Did the committee include a diverse membership which will bring a variety of perspectives to the
assessment of applicant qualifications?
2. Was the committee advised of standard interview procedures?
3. Did the committee review the job specifications for the position?
4. Did the committee develop standard questions to be asked of each candidate?
5. Were the same questions asked of each candidate?
6. Were the same committee members present for all interviews?
7. Was a standard rating system established for interviews?
Comments: _________________________________________________________________________________________________
___________________________________________________________________________________________________________
__________________________
________________________________________________________________
Date
Equity Representative
Please forward completed form to appropriate Dean/Director or President/Vice Chancellor for forwarding to
District Human Resources.
P-130
PerezA-U:\Data\Docs\Forms\P-130 EO Employment Checklist
16
Rev. 2/91; 1/94; 12/00; 9/02
The text of Proposition 209
(Article I, Section 31 of the California State Constitution)
(a) The state shall not discriminate against, or grant preferential treatment to, any individual or
group on the basis of race, sex, color, ethnicity, or national origin in the operation of public
employment, public education, or public contracting.
(b) This section shall apply only to action taken after the section’s effective date.
(c) Nothing in this section shall be interpreted as prohibiting bona fide qualifications based on
sex which are reasonably necessary to the normal operation of public employment, public
education, or public contracting.
(d) Nothing in this section shall be interpreted as invalidating any court order or consent
decree which is in force as of the effective date of this section.
(e) Nothing in this section shall be interpreted as prohibiting action which must be taken to
establish or maintain eligibility for any federal program, where ineligibility would result in a
loss of federal funds to the state.
(f) For the purposes of this section, "state" shall include, but not necessarily be limited to, the
state itself, any city, county, city and county, public university system, including the University
of California, community college district, school district, special district, or any other political
subdivision or governmental instrumentality of or within the state.
(g) The remedies available for violations of this section shall be the same, regardless of the
injured party’s race, sex, color, ethnicity, or national origin, as are otherwise available for
violations of then-existing California antidiscrimination law.
(h) This section shall be self-executing. If any part or parts of this section are found to be in
conflict with federal law or the United State Constitution, the section shall be implemented to
the maximum extent that federal law and the United States Constitution permit. Any provision
held invalid shall be severable from the remaining portions of this section.
17
Intent and Accountability for Equal Opportunity P-5111
5100
5110
EMPLOYMENT PROCEDURES
Equal Opportunity in Human Resource Practices
Policy - 5000 Certificated Personnel || Table of Contents || Next
1.0 Board Intent
1.1 It is the intent of the Governing Board of the Los Rios Community College
District to implement fully a program that adheres to the equal employment
opportunity policies of the District; the guidelines of the Board of Governors of
California Community Colleges; and complies fully with the acts of Congress; the
laws of the State of California; and the rules, regulations and guidelines pertaining
thereto.
1.2 The Governing Board has the overall responsibility for insuring equal
opportunity and equal employment opportunity in recruitment, assignment,
promotion, retention, compensation and staff development, and for improving the
representation of underrepresented groups in all areas where discrimination has been
shown. The Governing Board may delegate this responsibility to the Chancellor.
1.3 All employees involved in the implementation of equal opportunity programs
shall assume responsibilities and duties as outlined in the administrative regulation.
1.4 No staff member, no applicant, nor any person involved in employment relations
with the District shall be discriminated against or excluded from any benefits,
activities or programs on the grounds of race, color, gender, disability, religion, age
(over forty), national origin, ancestry, sexual orientation, political affiliation or belief,
or marital status. It is the goal of the Board to:
1.4.1 Provide the students of the District with a staff representative
of the community.
1.4.2 Provide students with models with whom they can identify and
whom they can recognize as examples of occupational achievement
at all levels and in all departments.
1.4.3 Provide an opportunity for students to be instructed by and
relate to members of all races, ethnic groups and women in order to
help alleviate unlawful discrimination.
1.4.4 Guarantee to all candidates the same opportunity for
employment, advancement and change of assignment.
1.5 It is the intent of the Board that the District take action whenever and wherever
an assessment of conditions indicates that individuals or groups are discriminated
against or excluded from full participation in the benefits, activities or programs of
this District.
1.6 When there is an underrepresentation in a job class or classes in the District work
force, the District practices and policies shall be studied to determine if there are
factors contributing to the unbalance. Employment practices which constitute
18
barriers to equal opportunity shall be identified and corrective action designed to
eliminate the barriers shall be taken.
2.0 Staff Equity
2.1 Each College shall establish a Staff Equity Committee.
2.2 The Staff Equity Committee shall be headed by the Equity Officer and shall
consist of staff trained in equal opportunity, equity issues and diversity.
3.0 Internal Dissemination
3.1 All District employees shall be made aware of the Districts equal opportunity
plan.
4.0 External Dissemination
4.1 Recruiting sources and applicants shall be notified that the District is an equal
opportunity employer.
4.2 Community agencies, organizations and educational institutions shall be notified
of the policy in order to solicit their assistance in recruiting underrepresented groups
(as defined in Title 5 §53002 (n)), and disabled applicants.
5.0 Staff Development
5.1 The District office and the colleges will provide staff development opportunities
as necessary to accomplish the District's goals in accordance with collective
bargaining agreements and District policy.
Policy Adopted:
Policy Revised:
Policy Reviewed:
Adm. Regulation:
6/30/65
5/17/67; 1/17/68; 11/19/69; 12/16/70; 4/19/72; 1/23/74;
8/15/79; 9/3/80; 10/20/82; 10/2/85; 4/23/86; 2/21/90;
12/6/00; 10/1/03
R-5111
Policy - 5000 Certificated Personnel || Table of Contents || Top of Page || Next
19
Selection and Recruitment:
Full-Time Faculty R-5121
5100
5120
EMPLOYMENT PROCEDURES
Equal Opportunity in Human Resource Practices
Regulation - 5000 Academic Human Resources || Table of Contents || Back || Next
1.0 Job Announcements
1.1 Job announcements shall clearly state the job specification and shall set forth
those skills which are necessary for job performance, including the required training
and experience related to those skills. Only bona fide occupational qualifications
shall be included in job announcements.
2.0 Building an Applicant Pool
2.1 Open positions shall be advertised broadly in order to insure that interested
members underrepresented groups are included in the qualified applicant pool for
the position.
In addition to sending position announcements routinely to:

Los Rios Board of Trustees

Los Rios Faculty (for faculty openings)

Exclusive Representative of the bargaining unit with the
opening

College and university placement departments throughout the
state

Local School Districts

Ethnic Minority Organizations

Women's Organizations

Employment development agencies and similar employment
agencies

Agencies for persons with disabilities
and recording the announcement on the job line (also publicized widely), it may be
necessary to locate qualified individuals from protected groups in underrepresented
areas by:

20
Advertising in journals and newspapers with protected group
readership as well as in newspapers having wide general
circulation;

Contact members of underrepresented groups working in or
attending predominantly minority colleges;

Contacting women working in or attending predominantly
women's colleges;

Notifying individuals with applications in the appropriate
subject matter applicant file to discover their interest in
applying for the specific position opening;

Contacting members of underrepresented groups seeking
work in business and industry;

Using professional registries and data banks, specifically those
with listings of protected group members;

Consulting with local underrepresented groups' organizations
and agencies regarding recruiting efforts.
2.2 The District shall be identified as an Equal Opportunity Employer;
2.3 Full-time faculty positions should be advertised for not less than 40 days;
2.4 All applicants shall be given an opportunity to identify the underrepresented
group to which they belong for the purpose of monitoring employment practices.
(Title 5, § 53023) This confidential information will remain in the Human Resources
Office for research purposes.
3.0 Certifying the Composition of the Qualified Applicant Pool (Title 5, § 53023)
3.1 The Associate Vice Chancellor, Human Resources will review applications before
they are forwarded to the College where the position opening exists and certify that
qualified applicants from underrepresented groups are among those included in the
pool. If extensive recruitment efforts have produced no such applicants for a specific
position, the Vice Chancellor, Human Resources shall so state.
3.2 The Human Resources Office will maintain applicant flow data showing the total
number of qualified applicants for each open position as well as the number of
applicants from underrepresented group applicants.
4.0 Application Review Process
4.1 The Human Resources Office will review the applications and supporting
documents of all applicants. Materials of those applicants who meet the minimum
qualifications of the position will be forwarded to the College President who is
responsible for implementing the process.
5.0
Screening Committee
5.1 The screening committee is a subset of the interview committee and has a
minimum composition of: a) the Equity Officer or representative; b) one
administrator, and c) one faculty member from the department. Additional members
of the interview committee may serve on the screening committee if they so choose.
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5.2 Criteria for college selection of candidates - Prior to reviewing applications, the
screening committee, with the approval of the appropriate dean, shall establish the
basic objective criteria for the selection of candidates. The criteria shall be broad
enough to include underrepresented applicants. The committee shall be informed
about the work force composition goals of the operating unit.
6.0 Interview Committee
6.1 The interview committee is composed of a) The Equity Officer or representative;
b) three to five faculty from the area, appointed by the Academic Senate President
after consultation with the Department Spokesperson or Dean; c) the Dean of the
area; d) a management representative appointed by the College President; and e) a
student appointed by the college Student Association President. The interview
committee shall include those who served on the screening committee and shall
include women, men and ethnic minority group representation.
6.1.1 For positions in which faculty work closely with classified staff,
a classified employee may be included as a member of the
interviewing committee. This determination shall be made by the
College President or designee in consultation with the Academic
Senate President. The classified employee will be selected by the
College President or designee with recommendation by a collegerecognized classified committee where it exists.
6.1.2 If any member of the appointed committee, with the exception
of the Equity Officer or designee, is not present for the entire
interview process, that member's rating/ranking input shall be
discarded. If, after the appointing authority has been notified of the
need for representative(s), no appointment is made within two (2)
weeks or if any appointed representative fails to participate, the
process may be conducted without these representatives.
6.2 Interviewing procedures - The college interview committee, prior to any
interviews, shall review standard procedures for interviewing, develop core questions
to be asked, prepare the rating device and set the time limit for the interviews.
6.2.1 College interview committees shall be informed by the Vice
President or designee regarding appropriate questions. Staff
members of District Human Resources Office will provide any
needed assistance.
6.2.2 At the conclusion of the interviews, each member of the
committee will complete the rating sheets and assign individual
rankings to the applicants. The individual rankings will be submitted
to the chair of the committee.
6.2.3 The Equity Officer or representative will check the procedures
again to insure compliance with all equity requirements.
6.3 The interview committee chair will rank the applicants in accordance with the
rankings submitted by the interview committee and report the top three candidates
(or up to five in case of ties) in alphabetical order to the committee. The Vice
President and/or President shall join the committee for a discussion of strengths and
weaknesses of the top candidates.
22
6.3.1 Additional interviews of the applicant may be conducted by the
College President and/or designee.
6.4 The College President or designee will check references for the recommended
candidates.
6.5 When the College President or designee has decided which candidate is to be
recommended for the position, all necessary paperwork to be completed is
forwarded to the Director, Human Resources.
6.5.1 Such documents include the recommendation for the
employment of faculty (P-673); the equity report (P-130); the
interview committee and recommendation report (P-131); the
objective criteria for screening; core interview questions; and the
individual interview committee members' rating sheets and the final
checklist for recommendation appointment.
7.0 Hiring Procedure
7.1 The Director, Human Resources will review the procedures for selection of the
person to be recommended for appointment as submitted by the colleges.
7.2 The candidate’s name will be submitted to the Board for approval at a regular
meeting of the Board.
8.0
Criminal Background Check
8.1 Applicants shall be fingerprinted via livescan at the State Department of Justice
or another qualified law enforcement agency. Employment shall not commence until
clearance has been approved by Human Resources.
8.2 Applicants shall be required to pay the cost of the fingerprinting and processing.
8.3 When warranted by exigent circumstances as determined by the Vice Chancellor,
Human Resources, an employee may be permitted to begin work prior to clearance
having been granted by Human Resources.
8.4 Police records shall be shown only to those with the legal right to see them.
9.0
Notification
9.1 All persons who were interviewed will be notified by the College President/designee as
to whether they were successful or unsuccessful candidates as soon as possible.
Adm. Regulation Adopted:
Adm. Regulation Revised:
Reviewed:
Board Policy:
8/15/79
(Formerly R-5114 and R-5115)
9/3/80; 10/20/82; 2/21/90; 10/9/00; 8/25/03
P-5121
23
LRCCD
“HIRING MANUAL FOR FULL-TIME FACULTY”
January 2003
(pages 7-19)
V. HIRING COMMITTEE
A. Confidentiality
B.
24
1.
The entire selection process requires the greatest sensitivity on the part of the committee
members regarding the need for confidentiality.
2.
The rights and reputations of the candidates must be protected. Ratings and comments
made by committee members must not be shared.
3.
In order to provide equal opportunities for all candidates, strict confidentiality must be
maintained regarding the interview questions and the topic(s) of the work sample(s).
Composition of the Hiring Committee (R-5121)
1.
The Hiring Committee is comprised of a total of six to ten persons selected, as follows:
a. Three to five faculty members, appointed by the College Academic Senate President.
b. The supervisor of the department or area (usually the Area Dean) appointed by the
College President.
c. The Equity Representative shall be a faculty member certified by the Equity Officer as
having been trained in equity and diversity matters and selected by the Equity Officer
from a list provided by the Academic Senate. The list shall be updated annually. If an
adequate number of faculty are not available to establish a committee, the President,
with the approval of the Academic Senate President may appoint a non-faculty
member as the Equity Representative.
d. An administrative representative appointed by the College President.
e. A student, if appointed by the college Student Association President (who may consult
with the area faculty).
f. A classified employee, for positions in which faculty work closely with classified staff.
The College President in collaboration with the classified leadership will select the
classified employee.
2.
The Academic Senate President shall consult with the Department Chair (if existent) and
the Area Dean of the Department with the opening before making the faculty
appointments.
3.
In basic skills, interdisciplinary subjects, and in areas where service to students requires
close cooperation between instruction and student services or between instructional areas,
faculty from several areas may be selected to serve on the Committee.
4.
The college should include diversity on the committee, including women, men, and a
member(s) of underrepresented groups.
C.
Composition of the Screening Committee
1.
The members of the screening committee shall be selected from the membership of the
hiring committee. (The screening committee is a subset of the hiring committee.)
2.
The screening committee shall consist of at least three faculty members, the Equity
Representative on the hiring committee, and one administrator (generally the dean from
the discipline).
3.
Additional members from the hiring committee may serve on the screening committee if
they so choose.
4.
Each screening committee member shall rate all applicants independently. If a committee
member is unable to complete the screening process, the ratings of that individual shall not
be used.
5.
The college should include diversity on the committee, including women, men, and a
member(s) of underrepresented groups.
D. Chair Duties
E.
1.
The committee chair shall be appointed by the President.
2.
The chair shall convene the committee, participate in the development of screening
criteria, establish time lines for completion of the screening, serve as one of the raters, and
coordinate the final selection of who shall be interviewed.
Equity Officer or Representative Duties
1.
The Equity Representative shall ensure that throughout the entire screening and interview
process there is no discrimination against any individual on the basis of race, color, gender,
religion, national origin, age, sexual orientation, political orientation or belief, disability, or
marital status. (Board Policy P-5111(1.2.)
2.
The Equity Representative shall also assist the committee in implementing the equity and
diversity program established by the district and college. The Equity Representative shall
complete the (Equity Representative’s Employment Checklist, found in Appendix 3) at
the conclusion of the entire hiring process.
3.
Any questions or concerns about instances of unlawful discrimination shall be reported to
the College Equity Officer.
25
VI. SCREENING APPLICATIONS
A. Screening Criteria
1.
Screening criteria are to be developed by the screening committee.
2.
Screening criteria are to be based on the job announcement.
3.
Some criteria, which might be considered, are:
a.
b.
c.
d.
e.
f.
g.
h.
i.
j.
B.
C.
26
Discipline preparation
Communication and other interpersonal skills
Sensitivity to, and knowledge, of, a diverse student body and its needs
Creativity and innovation
Leadership potential
Service in the community
Recency of training or evidence of updating of skills
Experience in working with people of varying abilities, ages, and cultures
Indications of ability for continued professional growth
Experience with alternative teaching methods
Screening Process
1.
Screening criteria and rating sheets shall be prepared prior to reviewing applications.
Applications will be forwarded to the college approximately five working days after the
position closes.
2.
Expeditious screening of applications is highly desirable in order to assure that talented
candidates are still available for interviews.
3.
Faculty who wish to screen and/or interview must be apprized of the time commitment
and be willing to make the effort required to complete the screening within the time limits
which have been predetermined by the chair.
4.
The amount of time required for screening varies with the size of the pool and the number
of persons on the committee. With few applications, screening could be accomplished in
several days. Normally, the selection of those to be interviewed should be completed
within one or two weeks.
Rating of Candidates (R-5121)
1.
The members of the screening committee shall meet at the time determined by the
committee chair with completed ratings of all candidates.
1.
The chair shall tabulate the committee members' individual ratings of the candidates to
establish the top candidates.
3.
The committee will determine the number of candidates to be interviewed and inform the
Director of Human Resources.
4.
D.
At least two qualified adjunct faculty members who have a level two or three preference
according to the LRCFT Collective Bargaining Agreement shall be granted interviews if
they submit applications and meet minimum qualifications (CBA Sec. 4.8.9).
Notification of Candidates
1.
If the Director of Human Resources determines that the pool is adequate, Human
Resources will notify the candidates who have not been selected for an interview.
2.
The committee chair, or designee, will notify those who have been selected and shall
schedule them for an interview.
3.
Sufficient time should be allowed between notification and the interview to permit
candidates to make travel arrangements. A minimum of one week's notice should be
provided
27
VII. THE INTERVIEW
A. Purpose of the Interview
B.
1.
The primary purpose of the interview is to obtain information and to evaluate the
candidates with regard to their ability to perform the duties of the faculty position. The
interview shall be an assessment of the specific qualities and aptitudes which are important
for success as a member of the faculty. These qualities may include knowledge of the
subject matter, the ability to communicate skills orally and in written form, concern and
respect for students, special ability or aptitude in the areas identified by the
department/area, the potential for continued professional growth, and personal qualities
such as enthusiasm, intellectual curiosity, and commitment to the profession.
2.
A secondary purpose of the interview is to project a positive image of the District, college,
and the department. Unsuccessful candidates will have other opportunities to apply for
Los Rios positions. They can be expected to use the interview to assess the climate of the
college and to determine if this is where they wish to work. It is recommended that there
be an opportunity for the candidate to have a tour of the college after the interview and
the department where he/she would be employed, along with some refreshments.
Qualities of a Good Interview
1.
Timing
Sufficient time must be allocated to obtain the amount of information needed for an
interview.
a. It is recommended that the interviews be scheduled at least 60 minutes apart. This
allows at least 45 to 50 minutes with each candidate, plus time to review the material
presented and complete the notes.
b. The hiring committee chair shall advise the candidate of the time lines that have been
established by the committee at the start of the interviews. The chair should conclude
the interviews within the allotted time so that all candidates have equal opportunities
to make their presentations.
2.
Establish Rapport
Candidates are naturally tense; it is the responsibility of the committee to put them at ease
as much as possible. Smiles, introductions, a bit of small talk or humor are appreciated
and are appropriate.
3.
Attentiveness of Interviewers
Interviewers shall be attentive towards candidates. Smiles, body language indicating
interest, nods of appreciation, "uh huh's", all help a candidate feel he/she is being well
received.
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4.
Structure
A good interview has a basic structure, starting with an icebreaker question about past
education and experience. It develops gradually, with questions, which are related
(whenever possible), moves into more difficult subjects, and concludes with an
opportunity for the candidate to make a summary statement. Sincere appreciation should
be expressed by the chair and the committee to the candidate for the effort, time, and
money expended in coming to the interview.
5.
Confidentiality
Assurance of confidentiality is critical to successful interviewing. Ratings and comments
by committee members must not be shared with anyone outside the hiring process at any
time.
6.
Impartiality
Impartiality is the bedrock of a good interview. Applicants shall be treated fairly. To
ensure impartiality, interview questions and work sample topics shall not be discussed
outside of the interview room.
C.
Interview Questions
1.
The hiring committee will prepare the questions, which are to be asked at the interview.
The questions are typed onto rating sheets in the office of the President's designee. Space
for ratings of the work sample(s) and the writing sample should also be provided on the
rating sheet (sample rating sheet, Appendix 4).
2.
To provide as much objectivity as possible, the same questions should be asked of each
candidate in the same manner, by the same committee member, and in the same sequence.
3.
The committee should decide in advance how much assistance will be offered to a
candidate who appears to have misunderstood the intent of a question or who answers
only part of a multi-part question. If it is decided to rephrase or restate the question, the
same assistance must be provided to other candidates.
4.
Questions, which give the best results usually, have these qualities:
a. They are open-ended, allowing the candidate to reveal himself/herself more.
b. The desired "right" answer should not be apparent from the question. (Don't ask
leading questions.)
c. Even though the topic or problem may be complex, the language of the question
should be clear and easy to understand.
d. There should be some general prior agreement among the interviewers about the
essential elements of a meritorious response to a question. Lack of agreement about
29
what constitutes a good answer or answers means that the ratings will vary widely,
have no reliability, and thus no validity.
5.
Follow-up questions may be asked. The follow-up questions should be related to material
volunteered by the candidate, e.g., "Can you tell us more about your involvement with the
individualized learning program you mentioned."
6.
Generally, 10 to 12 questions plus a work sample can be completed in the 45 to 50 minute
interview. If the questions are broad and follow-up questions are planned, fewer questions
might be asked.
7.
Sample questions. Every interview will contain questions which attempt to assess the
candidate's subject matter competence and current knowledge of the field. In addition, it
is suggested that each interview also contain variations of the following questions:
a. A background question to relax the candidate and to get the interview going, e.g., "Tell
us about your educational background and work experience, and how they have
prepared you for the position of
."
b. A question aimed at determining the candidate's concern for students, e.g., "If you
were teaching a 9:00 class and a student routinely arrived 10 minutes late, would you
consider this to be a problem?" (Wait for his/her answer.) If "Yes," ask "How would
you handle the problem?" If "No," ask "Why wouldn't this be a problem for you?"
c. An equity/diversity question, e.g., "What experience have you had working with
students of different racial or cultural backgrounds?" (Wait for answer.) "What about
this experience was most difficult for you?"
d. A final opportunity for the candidate to make a positive statement, "Was there
anything else you'd like us to know about your candidacy that we haven't asked?"
e. In addition to the above questions, the committee might want to include a
motivational or personal qualities question, e.g., "What is there about this position that
is of particular interest to you at this time?"
D. Demonstration
A demonstration of professional skills (teaching, counseling, etc.) provides very valuable
information regarding the probable future performance of the candidate and is to be included
in all full-time interviews. There are two kinds of demonstrations:
30
1.
Advance preparation. Topics are provided to the candidate in advance of the interview.
The letter confirming the appointment for the interview would contain the information
that a demonstration will be part of the interview process. Three choices of topics could
be given, with the candidate to choose any one. The demonstration would measure
willingness to prepare and ability to deliver when an assignment is known in advance.
2.
Extemporaneous. A short list of common topics may be presented to the candidate
during the interview with directions to explain or demonstrate any one. This work sample
measures the candidate’s ability to think and organize quickly.
Ideally, an interview could include both work samples: a five-minute demonstration proposed
in advance, and a quick one-minute demonstration of a topic selected from three presented
during the interview.
E.
Writing Sample
1.
The ability to write clearly and accurately is essential for any community college faculty
position, and it is recommended that a writing sample of about a half-hour be a part of the
selection process.
2.
Timing
a. The writing sample could occur before the interview in which case the candidate is
invited to arrive at the college about an hour in advance to review the topics, select
one, and complete the assignment. The same amount of writing time is allowed for
each candidate.
b. An alternative, which would be easier on the candidate, would be to obtain a timed
writing sample at the completion of the interview. Either method is acceptable.
3.
F.
The assessment of the writing sample should be made independently by each committee
member, and the rating should be added to the ratings of interview questions and work
samples.
Rating of Candidates
1.
Note taking. It is helpful to take notes during the interview regarding the content and
clarity of answers; this tends to eliminate the "halo" effect. A rating should be given for
each answer as it is given, but in such a way that the candidate cannot see it. For example,
a dot could indicate when a later check mark will be made, or the interviewer can hold
note-taking materials out of the view of the candidate.
2.
If interviews are to extend over two or more days, it is especially important to take notes
and indicate the relative merits of the candidates of the first day so that their answers will
not be forgotten.
3.
At the conclusion of each interview, an overall rating is recorded on the interview sheet of
the candidate.
4.
Following the completion of each interview the committee chair shall provide an
opportunity for identified faculty interviewer(s) who have experience in the target
discipline to clarify discipline specific content answers so that panel members may
ascertain the interviewee's subject matter mastery.
31
G. Ranking
1.
Each committee member shall independently rank the candidates, e.g., 1 out of 10, 2 out
of 10, etc. Tie rankings are to be avoided. However, if two or more persons are indeed
equal, each receives a numerical ranking, which is the average of, the positions covered by
the tied candidates were they in regular sequence. For example, in a field of 10, if two
persons are tied for first, each of the two persons would be ranked 1 ½ with the third
person being ranked 3 out of the 10. If there were a three-way tie for first, each of the
three would have a rank of 2 with the fourth person being ranked 4.
2.
The independent rankings are collected by the committee chair, who, along with the
Equity Representative shall add the rankings to determine the top candidates (those with
the lowest sums).
The committee chair shall report to the committee the names of the top five candidates
for each position. The committee shall discuss those candidates among themselves and
then rank the candidates again. The committee chair and the Equity Representative shall
facilitate the discussion prior to the second ranking. After the committee ranks the
candidates a second time, the committee chair shall report the top three candidates. If the
committee chair and the Equity Representative cannot determine the top three candidates,
either because of a tie in rankings or because the committee determines that there are not
three acceptable candidates, then the committee may deliver from 2 to 4 candidates as
finalists.
3.
4. In cases where the committee is interviewing for multiple candidates, the committee shall
use the same criteria as above in #3 for determining the number of finalists, except as
follows. When the committee is interviewing for two candidates, it will strive to deliver
five finalists, but if it is unable to do so (because of a tie or a lack of qualified candidates)
then it can deliver between 4 and 7 finalists. If the committee is interviewing for three or
more positions, it will strive to deliver 7 finalists, but in no cases deliver fewer than 6.
5.
The College President and/or designee shall join the committee for a discussion regarding
the relative strengths and weaknesses of the leading candidates as perceived by the
interviewers. The committee chair shall provide orally and in writing (if requested) a
summary of each of the candidates’ strengths and weaknesses and other information as
required by the president and allow each committee member to add comments as he or
she sees fit.
6.
The chair shall give the names of the finalists to the President in alphabetical order.
7.
In cases where the committee determines that there is only one competent candidate, the
committee shall inform the President of their finding during the discussion, and forward
that one name to the President. The President may decide to interview that one candidate,
ask the committee to reconsider, or close the process and begin anew.
8. The College Academic Senate President and/or the District Academic Senate President may
review the original committee rankings on a confidential basis with the President.
32
VIII. REFERENCE CHECKS
Checking the references of the candidates is a vital step in the selection process. Complete and
accurate reference checks supply important information about the applicant's qualifications.
A. Following the interviews, the College President or designee contacts the references supplied by
the leading candidates. If necessary, additional references may be requested from the
candidates.
B.
If the interview committee considers it appropriate, one faculty member from the committee
may be appointed to conduct faculty-to-faculty reference checks. The individual shall be
selected by mutual agreement between the College President and the Academic Senate
President and shall be trained in how to conduct reference checks. The faculty member
selected to conduct reference checks shall use a consistent format for questions as suggested
below and shall report his or her finding to the College President confidentially.
C.
Objective reference information is frequently difficult to obtain. Employers are particularly
reluctant to provide negative data. Some suggestions for making reference checks are:
1.
Ask open-ended questions to try to get the employer to talk.
2.
Begin by asking the employer to verify facts: dates of employment, responsibilities, how
long the person who is providing the reference knew the candidate and what his/her
relationship was with the candidate.
3.
Try to get indications of past performance: quality of work, reliability, meeting deadlines,
relationships with people, etc.
4.
Ask for perceived strengths and weaknesses ("What does he/she do least well?"). If the
interview committee had already identified a weakness, an employer is more willing to
confirm negative information than to volunteer it.
5.
Ask the reason that the person left (or will leave), and the crucial question of "If you could
rehire (the candidate), would you?"
6.
Is there anything else you think I should know?
D.
Site visits may be conducted where appropriate and mutually agreed upon by the College
President and Committee.
E.
The finalist(s) will be interviewed by the College President and/or designee(s). All finalists will
be interviewed by the same person or persons, that being the College President and/or
designee(s).
F.
After interviews but before the final hiring decision is made, the College President will meet
with the appropriate vice presidents, the Dean of the area and a faculty member from the
33
committee, usually the Equity Representative. If the College President might require the
particular expertise of a discipline faculty member, this member will be decided upon by mutual
agreement by the College President and Academic Senate President. The purpose of the
meeting is to discuss the candidate that the president intends to recommend. As is true
throughout the process, the nature and content of this meeting is confidential.
IX. SELECTION
A. If the President has reservations regarding the recommendations of the committee, the
President will meet with the committee and explain the rationale for his/her concern. If there
were additional candidates whom the committee judged to be well qualified, the committee may
elect by simple majority to have next ranked candidate(s) considered.
B.
34
The College President shall select the candidate who is to be recommended to the Chancellor
and the Board of Trustees for appointment to the position.
1.
The final candidate may be notified of his/her selection by the President prior to forwarding the
appropriate forms (P-673, P-131, and P-130) to the Human Resources Office.
2.
The President shall notify the committee after the selection is made.
3.
Human Resources will place the name of the selected person on the next regular Board
meeting agenda and will process all employment forms.
4.
The college will notify in writing those candidates who were interviewed and were not
selected, unless the college chooses not to do this and so notifies Human Resources. A
sample of the letter and the names of the persons to whom it was sent should be
forwarded to Human Resources.
5.
Following Board approval, the final candidate will be given formal notice of the
appointment by the Director of Human Resources.
Recruitment, Selection and Appointment:
Regular and Long-Term Temporary Positions R-6122
6100
6120
EMPLOYMENT PROCEDURES
Recruitment and Appointment
Regulation - 6000 Classified Personnel || Table of Contents || Back || Next
1.0 Job Announcements
1.1 Job announcements shall clearly state the job classification and shall set forth
those skills which are necessary for job performance, including the required training
and experience related to those skills. Only bona fide occupational qualifications
shall be included in job announcements.
1.2 The District shall be identified as an Equal Opportunity Employer.
2.0 Building an Applicant Pool
2.1 Job announcements shall be sent to:
2.1.1 Los Rios Board of Trustees
2.1.2 Los Rios Faculty (for faculty openings) and Staff (for classified
openings)
2.1.3 exclusive representative of the bargaining unit with the opening
2.1.4 college and university placement departments throughout the
state
2.1.5 local school districts
2.1.6 ethnic minority organizations
2.1.7 women's organizations
2.1.8 employment development agencies and similar employment
agencies
2.1.9 agencies for persons with disabilities
2.2 To ensure that members of underrepresented groups are notified of available
positions, the District may:
2.2.1 advertise in journals and newspapers with historically
underrepresented group readership as well as in newspapers having
wide general circulation;
2.2.2 contact members of historically underrepresented groups
working in or attending predominantly minority or women's colleges;
35
2.2.3 notify individuals with applications in the appropriate subject
matter applicant file to discover their interest in applying for the
specific position opening;
2.2.4 contact members of underrepresented groups seeking work in
business and industry;
2.2.5 use professional registries and data banks, specifically those with
listings of historically underrepresented group members;
2.2.6 consult with local minority and women's organizations and
agencies regarding recruiting efforts.
2.3 Classified positions should be advertised for not less than two weeks.
2.4 All applicants shall be given an opportunity to identify the historically
underrepresented group to which they belong for the purpose of monitoring
employment practices. (Title 5, § 53023) This confidential information will remain in
the Human Resources Office for research purposes.
3.0 Certifying the Composition of the Qualified Applicant Pool
3.1 The Director, Human Resources will review applications before they are
forwarded to the College (or District Office Division) where the position opening
exists and certify that qualified applicants are among those included in the group. If
extensive recruitment efforts have not produced the expected representation of
members of historically underrepresented groups for a specific position, the Director
shall so state.
3.2 The District Human Resources Office will maintain applicant flow data showing
the total number of qualified applicants for each open position as well as the number
of underrepresented and disabled group applicants.
4.0 Selection of Applicants
4.1 The selection of applicants for an open position may include consideration of
any or all of the following:
4.1.1 skill and performance tests:
4.1.2 verification of prior employment with references from former
employers;
4.1.3 evidence of education, training and skill proficiency;
4.1.4 completed application.
4.2 An eligibility list of applicants who are among those best qualified and presently
available for employment shall be prepared.
36
4.2.1 Arrangements for employment interviews will be made by the
personnel staff with the appropriate administrator/ supervisor at the
specific District location.
4.3 Screening Committee - A screening committee appointed by the College
President or Administrative Officer shall review applications received from
Personnel Services. The screening committee shall include a member of the Equity
Committee or an individual trained in equity matters.
4.4 Criteria for Selection of Candidates - Prior to reviewing applications, the
screening committee shall establish appropriate criteria for the selection of
candidates. The committee may be informed about the work force composition and
the goals of the operating unit.
5.0 Interviewing Applicants
5.1 Interview Committee - The classified interview committee shall be appointed by
the College President or Administrative Officer and shall include a
manager/supervisor and one (1) classified member of the operating unit and one (1)
member of the Equity Committee.
When positions interface with academic staff (i.e., instructional assistant), a faculty
member may be included on the interviewing committee.
5.2 Interviewing Procedures - The interview committee, prior to any interviews, shall
agree on procedures, core questions to be asked, rating system, and time limit for the
interviews.
5.2.1 Interview committees shall be informed by the Administrative
Officer regarding appropriate questions and rating systems. Staff
members of District Personnel Services will provide any needed
assistance.
5.2.2 The committee shall submit the questions and the rating system
to the appropriate Administrative Officer for approval prior to
holding the interviews.
5.2.3 The Equity Committee member shall fill out Form P-130,
Employment Checklist, and send it to the Administrative Officer for
inclusion in the interview information packet forwarded to Human
Resources. These records shall be maintained by the District for three
(3) years.
5.3 The supervisor of the position being filled may conduct additional interviews
after completion of the committee interviews.
5.4 When the interviewing process is complete, the Administrative Officer shall
forward to District Human Resources the following information:
37
5.4.1 the names of the applicants interviewed for the position.
5.4.2 a list of the questions asked the candidates.
5.4.3 the name of the candidate recommended for the position.
5.4.4 Form P-130 - Employment Checklist, as completed by the
Equity Officer.
5.5 The District shall apply all legally permissible measures to develop a diverse
workforce.
6.0 Appointment Procedures
6.1 Processing Interview - Each new employee shall report to Human Resources,
District Office, prior to beginning the first day's work so that the new employee can
complete the oaths, agreements or statements required by the Education Code, the
Government Code, and the policies of the Governing Board.
6.2 Processing Requirements - Prior to assuming duty, employees shall meet the
following requirements:
6.2.1 verification of freedom from tuberculosis;
6.2.2 fingerprinting;
6.2.3 signing of Loyalty Oath;
6.2.4 filing of Federal/State withholding tax forms.
6.3 Each new regular employee shall receive a notice of employment which states the
assigned position, the location of the job, the amount of compensation, and the first
day of employment.
6.4 A new employee may begin work prior to Board action on the appointment.
However, the appointment shall not be binding upon the District until the Board
affirms the appointment.
7.0
Criminal Background Check
7.1 Applicants shall be fingerprinted via livescan at the State Department of Justice
or other qualified law enforcement agency. Employment shall not commence until
clearance has been approved by Human Resources.
7.2 Applicants shall be required to pay the cost of fingerprinting and processing.
7.3 When warranted by exigent circumstances as determined by the Vice Chancellor,
Human Resources an employee may be permitted to begin work prior to clearance
having been granted by Human Resources.
7.4 Police records shall be shown only to those with the legal right to see them.
38
Selection and Recruitment: Management and Confidential R-9121
9100 EMPLOYMENT PROCEDURES
9120 Recruitment and Appointment
Regulation - 9000 Management and Confidential Personnel || Table of Contents || Back || Next
1.0 Job Description
1.1 For each management position to be filled, a job description shall be updated or
developed by the supervisor of the management employee and the Director, Human
Resources, and approved by the Chancellor. Job descriptions for Chancellor staff
positions shall be submitted to the Board for approval. Job descriptions for other
management positions shall be provided to the Board for review.
1.2 The criteria used to assess candidates for a position shall be satisfaction of the
requirements outlined in the job description by considering the education, experience
and ability of the candidates.
2.0 Opportunity for Lateral Transfer
2.1 Upon approval by the Chancellor that a vacant Board-approved management
position be filled, the Human Resources Office will notify appropriate Los Rios
managers.
2.1.1 Announcement of the opportunity for a lateral transfer,
including a job description and qualification criteria, will be sent to all
managers at the same level as the position opening. Not less than
seven (7) calendar days should be allowed for a response.
2.1.2 Questions regarding open positions should be directed to the
Human Resources Office.
4.0
Building an Applicant Pool
4.1 Open positions shall be advertised broadly in order to insure that interested
members of underrepresented groups are included in the qualified applicant pool for
the position. "In house" or "promotional only" recruitment shall be used only in
case of documented "business necessity."
In addition to sending position announcements routinely to:

Los Rios Board of Trustees

Los Rios Faculty (for faculty openings) and Staff (for classified and
management openings)

Exclusive representative of the bargaining unit with the opening

College and university placement departments throughout the State

Local school districts
39

Ethnic minority organizations

Women's Organizations

Employment development agencies and similar employment agencies

Agencies for persons with disabilities
and recording the announcements on the job line (also publicized widely), it may be
necessary to locate qualified individuals from protected groups in underrepresented
areas by:

Advertising in journals and newspapers with protected group readership as
well as newspapers having wide general circulation;

Contacting underrepresented groups while working in or attending
predominantly minority colleges;

Contacting women working in or attending predominantly women's colleges;

Notifying individuals with applications in the appropriate subject matter
applicant file to discover their interest in applying for the specific position
opening;

Contacting members of underrepresented groups seeking work in business
and industry;

Using professional registries and data banks, specifically those with listings of
protected group members;

Consulting with local underrepresented groups' organizations and agencies
regarding recruiting efforts.
4.2 The District shall be identified as an Equal Opportunity Employer.
4.3 Full-time management positions should be advertised for not less than 40 days;
and confidential positions for not less than two (2) weeks.
4.4 All applicants shall be given an opportunity to identify the underrepresented
group to which they belong for the purpose of monitoring employment practices
(Title 5, §53023). This confidential information will remain in the Human Resources
Office for research purposes.
40
5.0
Qualifications
5.1 An applicant must possess the minimum qualifications established for the
position class; the individual must be able to perform the essential functions of the
position with or without reasonable accommodation.
5.2 An applicant or candidate shall be disqualified for any of the following reasons:
5.2.1 Conviction of a misdemeanor involving sex offenses,
controlled or illegal substances as defined in Education Code §§
87010 and 87011, respectively, or of any felony;
5.2.1.1 Exception: Applicants having official
certificates of a five-year rehabilitation from
controlled or illegal substances convictions may be
considered for employment (Education Code §
88022).
5.2.2 falsification or attempted deception in statement on the
application;
5.2.3 previous dismissal from District service by the Governing
Board;
5.2.4 positive results from an intradermal skin test and chest X-ray
showing active tuberculosis.
6.0
Certifying the Composition of the Qualified Applicant Pool
6.1 The Associate Vice Chancellor, Human Resources will review applications before
they are forwarded to the College (or District Office division) and certify that
qualified underrepresented applicants are included in the group. If extensive
advertising has produced no underrepresented applicants for a specific position, the
Associate Vice Chancellor, Human Resources shall so state.
6.2 The Human Resources Office will maintain applicant flow data showing the total
number of qualified applicants for each open position as well as the number of
women and members of underrepresented groups.
Adm. Regulation Adopted:
2/21/78
(Formerly R-9115)
Adm. Regulation Revised:
10/31/78; 2/18/81; 6/16/82; 2/21/90; 10/26/98; 8/25/03
Reviewed:
Board Policy:
P-9121
(Formerly P-9115)
Regulation - 9000 Management and Confidential Personnel || Table of Contents
|| Top of Page || Back || Next
41
Recruitment, Selection and Appointment:
Adjunct Faculty P-5122
5100
5120
EMPLOYMENT PROCEDURES
Equal Opportunity in Human Resource Practices
Policy - 5000 Certificated Personnel || Table of Contents || Back || Next
1.0 Hiring of Adjunct Faculty:
1.1 The interests of students and the community are best served by selecting from
the available pool of persons in the community those individuals who have special
expertise and diverse backgrounds to serve in various adjunct faculty positions.
1.2 By encouraging diversity in the pool of adjunct faculty members, the District can
increase diversity among tenured faculty.
2.0 Police Records
2.1 All applicants shall be fingerprinted prior to employment with the District.
2.1.1 This policy and the corresponding regulation shall not apply to
any California or Federal Peace Officer currently employed and paid
as such.
2.2 The Chancellor shall adopt appropriate regulations.
3.0 Qualifications
3.1 An applicant must possess the minimum qualifications established for the
position; the individual must be able to perform the essential functions of the
position with or without reasonable accommodation.
3.2 An applicant or candidate shall be disqualified for any of the following reasons:
3.2.1 Conviction of a misdemeanor involving controlled or illegal
substances or sex offenses or determination that the individual is a
sexual psychopath, or of any felony.
3.2.1.1 Exception: Applicants having official
certificates of five-year rehabilitation from controlled
or illegal substances convictions may be considered
for employment. (Education Code §88022)
3.2.2 Falsification or attempted deception in statement on the
application;
3.2.3 Previous dismissal from District service by the Governing
Board;
3.2.4 Positive results from an intradermal skin test and chest X-ray
showing active tuberculosis.
42
EQUITY HANDBOOK
Sample Interview Questions – Diversity and Equity
Our ESL students have various backgrounds and levels of preparation. Identify the diverse needs
and goals of our students and explain how you would help to facilitate their success. ESL
Professor, Instructional Assistant.
What methods do you find effective for helping second-language students in regular (non English as
a Second Language) English classes? English Professor
What methods would you utilize when serving ESL students? Please describe specific past
experiences when you have successfully served such customers and the techniques you used. Any
staff position with student contact.
What are some of the opportunities presented to you as an English instructor in a classroom
characterized by student diversity? English Professor
What is your understanding of cultural competence/diversity and its implications for the community
college setting? Teaching/Learning Tech Coordinator and Computer Information Science
Professor, Staff position with student contact.
Given our diverse student population, how will you ensure your players can work effectively with
each other? Men’s Soccer Coach
Please cite and describe specific examples of when you have worked successfully with diverse
customers/clients and staff and explain how you would use any such related skills in the community
college setting. Faculty and staff positions.
Our campus has a very diverse student population. (a) What has prepared you to be effective in this
environment? (b) How do these demographics affect the teaching and learning process and what
strategies would you use to assist this diverse group of students? GIS/Geography/Earth Science
Professor
In working toward the promotion and development of diversity/equity in the classroom, what has
been successful for you and what has not? History Professor
43
SPECIFIC QUESTIONS:
You were sent information about the student population at our college. The College has a goal for
student success either in transfer or employment. How would you facilitate this for our students?
Art Professor
Cultural competence is an important part of the campus experience. Please describe your ability to
work with diverse, cultural, social and ethnic communities. Agricultural Business Professor
Along with information about this position, you received a copy of our definition of “cultural
competence.” As the information indicated, the college has a culturally diverse student population.
What does being “culturally competent” mean in such an environment? And how do you see
yourself contributing to this value? Counselor
Along with information about this position, you received information about cultural competence.
(a) Why is cultural competence particularly important to this position? (b) How would you establish
an environment that is conducive to cultural competence in the MESA and Math centers? MESA
Coordinator/Mathematics Professor
You have been given a definition of cultural competence. What attitudes and behaviors contribute
to cultural competence and what attitudes and behaviors are detrimental? Mathematics Professor
44
Hiring Effective Faculty: An Introduction
(Excerpt from “Hiring Effective Faculty: An Introduction”, California Academic Senate Publication, Spring
1991, www.academicsenate.cc.ca.us/Publications/Papers/hiring_faculty.html)
Effective faculty demonstrate the following qualities:
1. Discipline preparation that includes: (a) knowledge of the contributions of women and ethnic minorities as
well as the global contributions to the discipline; (b) the ability to teach using a variety of teaching
methodologies that satisfy the requirements of different student learning styles; in the case of counselors,
librarians and others who provide professional support services, the ability to provide these services with
techniques and methodologies that are sensitive to a diverse student body; (c) the commitment to maintain
discipline currency
2. Communication and other interpersonal skills that meet the needs of a culturally diverse faculty and
student body
3. Sensitivity to, and knowledge of, a diverse student body and its needs
4. Creativity and innovation
5. Leadership potential including an understanding of shared governance and the community college
curriculum
6. Service in the community
7. Sensitivity to the role faculty play in fostering a democratic society
Community colleges cannot rely on applicants to appear; they must actively seek applicants in order to build a
diversified pool. A major task facing the California community colleges is to recruit individuals with the
qualities identified above. New colleagues must be hired to replace the 50% of the current faculty who will
retire in the next ten years. Additional faculty will be needed because of projected growth in the next fifteen
years. (Five-hundred-thousand additional students are expected to enroll in our colleges). In the future, the
student body will be more ethnically diverse. By the year 2005, no single ethnic group will represent a
majority of the population of California.
Faculty of the colleges of today face the challenge of selecting the faculty of the colleges of tomorrow. The
student body of tomorrow's college will differ in background and preparation not only from the current
faculty, but also from each other. Although these students may come from diverse backgrounds, they are
nonetheless alike; they have the same expectations of community colleges and their faculties as their
45
predecessors. (See "Ramifications and Implications of Affirmative Action on Hiring," adopted by the
Academic Senate November, 1990.)
QUALITIES OF EFFECTIVE FACULTY
Discipline Preparation: Faculty members must possess extensive knowledge of their discipline including the
contributions of women and ethnic minorities, as well as global contributions to their discipline. The faculty
hiring committee must ensure the excellence of this preparation. More importantly, potential faculty should
demonstrate the ability to use their professional and interpersonal skills to teach this discipline-specific
knowledge to students, using a variety of teaching methodologies that satisfy the requirements of different
student learning styles. Those providing professional support services (counselors, librarians and others) must
also be sensitive to the needs of diverse students, using appropriate methods and approaches to meet these
needs. An effective faculty should also show a commitment to maintain currency in his/her discipline by
attending conference, joining professional organizations, in depth study, and in other related ways. While the
Education Code (section 87356) defines the minimum qualifications, the hiring faculty may broaden the
qualifications for hire. Such a broadening can only enhance the hiring process resulting in a more effective
faculty. However, local qualifications should never be discriminatory nor erect a barrier to diversity.
Communication and Other Interpersonal Skills: Effective faculty must be able to explain ideas clearly to
students in ways that students can understand. Effective faculty respect students' varying styles of
communication. Effective faculty are articulate and help students learn to express themselves clearly. This
skill implies that the faculty have a working knowledge of a variety of communication styles that are effective
with various student populations.
Effective faculty may themselves have stylistic differences in communicating. Hiring committees should
acknowledge that regional and second language accents may not be, in and of themselves, barriers to teacher's
effective communication abilities.
Interpersonal skills go beyond the ability to communicate effectively. They encompass respect for the
individual, regardless of differences in opinion and background, and are demonstrated in each contact
between faculty member and student. Good interpersonal skills enable the faculty member to relate to the
student and help students learn to relate to one another. They help the faculty member create an environment
conducive to learning.
Sensitivity to, and Knowledge of, a Diverse Student Body: According to AB 1725 (87360a) the applicant
must demonstrate "a sensitivity to and an understanding of the diverse academic, socioeconomic, cultural,
disability, and ethnic backgrounds of community college students." The job announcement should reflect and
46
communicate this concern and the district's hiring policy should emphasize these criteria in the paper
screening and interviewing process. In order to ascertain whether job candidates meet these criteria, a hiring
committee could look for such elements as:
a. demonstrated successful history of involvement in communities or colleges with diverse
populations
b. successful completion of any of these kinds of courses: classes dealing with disabilities, multicultural studies, the sociology of different socioeconomic groups, methods or theories dealing with
differences among learning and teaching and counseling styles, and other relevant course work
c. involvement in activities focusing on diverse populations
d. study or travel abroad
e. membership in organizations which promote understanding of other groups or that have an
international focus
f. sensitivity to, and knowledge of, diverse students, as demonstrated in a classroom, counseling,
library or other support services setting
g. materials or publications prepared by the candidate which manifest such knowledge and/or
sensitivity
h. other
It is expected that a substantial portion of the new faculty hired in the coming decades will come from diverse
backgrounds bringing with them alternative perspectives to enrich campus life and foster the understanding
which this section addresses. These faculty can model for their students a positive future as community
college teachers, counselors, librarians, and support staff.
Creativity and Innovation: In the past, community colleges have placed a premium on previous experience.
This emphasis on experience needs to be examined. Rewarding experience by itself is akin to rewarding seat
time in the classroom without evaluating the quality of student work. The quality of the experience as well as
the length of experience must be ascertained through such means as checking references and making sure the
assessment was based on observation. Experience would then have real meaning as an indicator of creativity
and innovation.
Talented newcomers who have not had the opportunity to become experienced must not be overlooked. To
do so may shortchange the institution. Measuring creativity and innovation in prospective faculty members is
a challenge. In order to ensure that the most creative and innovative faculty are hired, selection committees
must objectively assess potential for and experience in demonstrating creativity and innovation. Evidence of
47
innovation should be included in the job announcement as an expected qualification. The application and
interview process could be designed so that a candidate might show creativity through any one or any
combination of the following:
a. situational questions
b. role playing
c. teaching demonstrations, mock counseling sessions, or simulated work activities for librarians or
other support staff
d. student response to the above simulations
e. materials or demonstrations prepared by the candidate that show creativity and innovation
f. other
Leadership Potential: Faculty have assumed greater leadership in this era of educational reform. Faculty and
administration now jointly develop policies that formerly were the exclusive province of administration.
Policies in hiring, tenure, and evaluation must be redesigned, implemented, monitored, and amended as
needed. Faculty must be recruited and hired not only to perform their traditional duties but also to provide
leadership in these new joint-governance roles. In evaluating a candidate's overall competence for a faculty
position, the hiring committee should broaden its deliberations to include an assessment of leadership
potential, including an understanding of shared governance and the community college curriculum. The
committee could, for example, consider any one or any combination of the following:
a. experience in roles of responsibility in professional organizations and activities related to the
candidate's discipline
b. leadership experience in areas outside the candidate's discipline (in other faculty work, in student
activities as a student, in classified positions, in volunteer or community work)
c. potential for leadership, as well as actual leadership activities, as evidenced in references or
reference-checking
d. information supplied by the candidate on the resume or other application documents related to
leadership experience, as well as potential for leadership
e. fostering leadership among students
f. other
Service in the Community: A growing trend in higher education is to encourage both students and faculty
to share the benefits of their educations with their communities in the form of community service. They
provide instruction, library services, and counseling, and other support services in an atmosphere welcoming
48
to students, accepting of cultural diversity, and conducive to learning. They mentor students to succeed in
their community college goals, whether those goals involve transfer to a four-year school, completion of a
vocational course of study, or enrollment in classes to supplement their general knowledge or on-the-job
skills.
At the same time as effective faculty prepare students to achieve these goals, they instill a sense of civic
responsibility and pride by modeling such behavior. Effective faculty respond to community needs by
anticipating employment trends, by modifying courses and programs, and by offering cohesive programs of
study.
Effective faculty act as the best public relations staff for the community college. They are the most direct link
between the community and the community college.
Job announcements should acknowledge service in the community by requiring some proof of experience or
potential in this area. A hiring committee could consider the following:
a. demonstrated involvement in community organizations that emphasize civic responsibility in
particular outside of their ethnic/cultural group
b. successful completion of an internship or practicum in college or community service or course
work in community organizing and service
c. demonstrated experience in designing innovative and multicultural and/or international courses or
programs to serve community needs
d. involvement in faculty governance or in student governance
e. promoting the involvement of ethnic minority students and faculty into governance
f. experience in the Peace Corps, Teacher Corps, or other such volunteer activities
g. other
Awareness of the Role Faculty Play in Fostering a Democratic Society: Our country and the world
depend on a broadly educated populace able to think critically about the issues facing the planet. For that
education to be effective, faculty must model democratic principles in what they assign and use, such as in
selecting books, speakers, films and other materials. Faculty should reflect our democratic philosophy. A
hiring committee could consider evidence of the following:
a. knowledge of history and politics, namely the constitution and its guarantees as it relates to
dominant American culture as well as culturally diverse populations and disenfranchised and/or
underrepresented groups
b. participation in local, state, or national political activities
49
c. awareness of how one's discipline influences and is influenced by the entire world, not only by
Europe
d. other
SUGGESTIONS FOR CARRYING OUT THESE PROPOSALS
To ensure that the current faculty is capable of assuming the responsibility of hiring effective new faculty,
special training should be provided to those involved in every phase of the employment process. Staff
diversity and staff development funding from AB 1725 could be used for workshops to teach faculty how to
assume their new responsibilities in hiring diverse faculty. Training should include: understanding nondiscrimination requirements, reframing our traditional Eurocentric model of excellence to a multicultural
model of excellence; applying minimum qualifications and the equivalency process; using effective
multicultural paper screening; using appropriate multicultural interviewing techniques; identifying and
assessing the qualities and criteria outlined in this paper.
Faculty should also learn how to develop hiring policies and procedures, including: preparing advertising
copy, writing job announcements, and designing application forms which are specific and elicit the
information required to make the best hiring decision.
CONCLUSION
With the increased responsibility of faculty in the hiring process, it is essential that we remain aware of how
the qualities of an effective faculty member have changed to include a multicultural and gender perspective.
Our hiring process must facilitate access to pertinent information on the candidates' academic preparation,
communication and other interpersonal skills, sensitivity to, and knowledge of, a diverse student body,
creativity and innovation, potential for leadership both as faculty and with students, service in the community
and sensitivity to the role of fostering a democratic society. In addition, faculty must be well informed and
trained to participate in the hiring process. Only then can faculty assume the responsibility of selecting
effective new faculty members who can best serve our increasingly diverse students' needs
50