邢唷��>� ��欹�{� ��韔bjbjz鋤� 4��莋%��8*��F��"��滶烢烢烢烢烢烢$菺�zJ�肊��肊��谽P!P!P!�R��滶P!�滶P!P!ReA�!D��皬焯�)��FYB塃頔0FwB�麶R麶<�!D麶�!Dh��+&P!Q�=}��肊肊T��F��麶�� : INTERVIEW & EMPLOYMENT STANDARDS & GUIDELINES FOR DEANS & CHAIRS SOUTHERN ADVENTIST UNIVERSITY OFFICE OF ACADEMIC ADMINISTRATION Version: 24 March 2013 (Original drafted by VPAA Pawluk in 2005. Several revisions have occurred since then.) INTRODUCTION Employing faculty and staff is one of the most important responsibilities of an administrator. Ellen White states in Counsels on Health: 揥here are the working forces? Men and women who are thoroughly converted, men and women of discernment and keen foresight, should act as directors. Good judgment must be exercised in employing persons to do this special work--persons who love God and who walk before Him in all humility, persons who will be effective agencies in God's hand for the accomplishment of the object He has in view--the uplifting and saving of human beings.� {CH 549.3} While in this quote she is talking explicitly about the medical ministry, one can抰 miss the point that people are a most important resource for accomplishing God抯 work. In Southern抯 context they present the face of the university to students, and they provide the primary service of education and advisement. For this reason alone, it is important to recruit, attract, and keep the best possible candidates. Conversely, if we employ someone who is not an optimum match with our institution, the results of that decision can be significant. Sometimes it is a matter of a person抯 aptitudes and qualifications being insufficient for the job. Other times, the problem is a mismatch between the candidate抯 and our institution抯 mission, vision, and/or direction. Whether we make good employment decisions or less satisfactory ones, the effects will often resonate for years. There are four primary criteria when evaluating candidates for various teaching positions. Listed in order of importance they are: Commitment Each member of the full-time teaching faculty is expected to be a committed, practicing, Seventh-day Adventist. This is essential to maintain the overall ethos of the university. When hiring adjunct faculty members, every effort should be made to find a qualified Seventh-day Adventist who meets the criteria below. However, when a qualified adjunct faculty member cannot be found, the university may hire individuals of other Christian faith traditions. Character Character cannot usually be learned or changed at this point in a candidate抯 life. For that reason, it is of primary importance that the candidate be honest, ethical, fair, and generous. Personality There are people who are highly skilled, but so unpleasant that no one can benefit from their abilities. Like character, personality is not likely to change at this point in a person抯 life. For this reason, those employed should be optimistic, pleasant to be around, open-minded, and someone who enjoys interacting with students. Competency Those we hire to teach must be individuals who are highly skilled at providing students with compelling learning experiences; who know the particular subject matter which we need to teach; who understand the developmental needs of young adult learners; who are able and willing to subject their discipline to Biblical principles; and who know how to do research. These competencies are very important, and they can be fortified with continuing education and professional development. Finding and recruiting solid candidates for faculty positions takes time and effort. 91桃色视频Adventist University has access to certain helpful tools. The Human Resources Department and Academic Administration can help you utilize them. NADeducation/Adventist/org. A website of the North American Division which posts current faculty positions which are open in schools and universities. Union Conference periodicals. We can place classified advertisements for available faculty positions. There may be up to a 6 � 8 week time period between submission of a job announcement and publication. Human resources website. 91桃色视频Adventist University lists all open positions on the university HR webpage. Faculty-net. This resource can be used to ask your colleagues in other schools/departments for candidate suggestions. Discipline-related journals. Requirements will vary. Effectiveness of posting positions will vary. It is my hope that this small document will be helpful in introducing or reminding you of the procedural steps which need to be followed. Additionally, Academic Administration and the Office of Human Resources are eager to assist you in your search for the best qualified person to serve our students as a member of our university team. Just give us a call. Robert Young Vice President for Academic Administration SOUTHERN ADVENTIST UNIVERSITY EMPLOYMENT CHECKLIST FOR FILLING FACULTY POSITIONS Employee Handbook, Policy 5000 /hr/Documents/Employee%20Handbook%202012-2013.pdf FACULTY HIRING PROCESS Qualified applicants for undergraduate teaching must hold the minimum of a master抯 degree with a major in the teaching discipline or have completed at least 18 graduate semester hours in the teaching discipline and hold a minimum of a master抯 degree. The applicant must demonstrate proficiency in oral and written communication in the language in which the assigned courses will be taught. Eligibility for teaching graduate courses requires a terminal degree in the teaching discipline. Faculty vacancies are filled through the office of the vice president for Academic Administration. The Human Resources Department may assist the vice president with background and reference checks, and, if necessary, contract negotiations. A campus visit of a prospective employee may be arranged through the vice president for Academic Administration. Faculty appointments are recorded by the Human Resources Committee and voted by the university Board. The university president/vice president for Academic Administration shall inform the newly hired employee of his/her appointment. The official employment agreement will be provided to the new employee from the Human Resources Department. For new positions and the filling of vacancies the following process is to be followed. 1. Approving New Positions a. The vice president for Academic Administration, in consultation with the school dean/department chair, shall determine the need for the new position and complete a Request for a New Position Form for the Strategic Planning Committee抯 approval. b. The president shall present to the Board a proposal for any new position requiring an additional budget. Each new position shall be authorized by the Board. c. Prior to the approval of a new position by the university Board of Trustees, the vice president for Financial Administration shall ensure that adequate budgetary provision has been made. 2. Filling Vacancies and New Approved Positions a. The Human Resources Director posts position in NAD Union papers/internet/ professional journals as requested. b. Vice president and dean/chair reviews applications/r閟um閟 and selects two or three individuals for interviews. c. Dean/chair verifies that the two or three individuals have completed the Vitae Supplement form. If an individual has not, the Human Resources Director will send the individual a Vitae Supplement form. d. Selected individuals sign a release giving permission for background checks. e. The Human Resources Director or dean/chair/vice president checks references on all selected candidates. f. Candidates are interviewed by the chair/dean, department/school faculty, and the vice president for Academic Administration, or their designee. g. Candidates meet the president if he/she is available. h. The Human Resources Director is informed of any terms or conditions agreed to by department and individuals. i. Rate of pay is determined by vice president of Academic Administration. j. If an individual is coming from another denominational entity, the Human Resources director sends Employee Transfer Information form to previous employer. k. The Human Resources director or dean/chair writes letter to individuals interviewed but not selected. l. The Human Resources director does background checks. m. President or his designee gives tentative offer of position to chosen individual. n. If the offer is accepted by applicant, the vice president/dean/chair notifies the Human Resources director of start date. o. The Human Resources Committee records new faculty member抯 hire. p. Board of Trustees approves new hire. q. New employee must visit Human Resources Department to complete new employee paperwork and have orientation within three days of starting work. * Note: It is vital that deans and chairs do not make promises (e.g. regarding salary, academic rank, or supported doctoral studies) to potential employees that the university may not be able to keep. Doing so puts the university into potential financial or legal difficulties. SOUTHERN ADVENTIST UNIVERSITY EMPLOYMENT CHECKLIST FOR FILLING HOURLY POSITIONS Employee Handbook, Policy 2065 /hr/Documents/Employee%20Handbook%202012-2013.pdf HIRING PROCEDURE FOR REGULAR FULL-TIME AND PART-TIME EMPLOYEES 1. Adding New Positions: The president and/or vice president for the area shall determine the need for a new position, formulate a job description, and complete a Request for a New Position Form to be taken to the Strategic Planning Committee for its approval. 2. Approving the Filling of Vacant Positions: The President抯 Cabinet shall determine the need to fill a position and the departmental director/ dean/chair for the area will formulate a new job description as needed. 3. Hiring Process: The process for filling any support staff vacancy, other than a transfer/promotion within that particular department, shall be as follows: a. The position shall be posted for at least 6 days. b. A team of at least 3 people, under the direction of the director/dean/chair will be assembled to review applications and resumes, conduct reference checks, and perform interviews. This team shall include the following three individuals: 1. The director/chair/dean of the department 2. The Human Resources director or his/her designee 3. One or more employees of the university (chosen by director/dean/chair). c. Applications/resumes will be reviewed to identify qualified candidates. d. Reference checks will be conducted as deemed appropriate. e. Criminal background, education, and Medicare Sanctions (HHS/OIGGSA) checks are performed by Human Resources. f. Generally, up to three candidates are chosen for interview by the team. g. The team makes a decision on the most qualified candidate and extends an invitation for hire to the applicant. 4. Internal transfer within the department: If the director/chair/dean feels there is a qualified employee within the department, and wishes to transfer/promote this employee to the vacant position, the director/chair/dean should discuss this transfer with the vice president that oversees that department. If the vice president is supportive of the transfer, the position does not need to be posted and the recommendation, including the appropriate pay scale, is made by the vice president to the Human Resources Committee for approval. If the vice president and/or the Human Resources Committee does not approve the transfer then the position should be posted and the normal hiring process be followed. 5. Transfer from another department on campus: If the director/chair/dean wishes to approach an employee from another department for a vacant position in their department, the director/chair/dean should first discuss this with the appropriate vice president (and perhaps director/chair/dean) before approaching the employee. In addition, the position must be posted for at least 6 days and the rest of the hiring process must be followed before the position is filled. 6. Changes in job description: If the job description or pay scale of an open position changes for any reason, except in instances of internal transfers within a department, the position must be posted again under the new job description and pay scale for at least 6 days and the rest of the hiring process must be followed before the position is filled. You should also be aware of our Employment of Relatives Policy. Employment of Relatives Employee Handbook, Policy 2100 It is the university抯 policy to assure that all employees, including students, are hired, promoted and supervised on the basis of individual merit. The university is concerned about the adverse effects of nepotism, which is the showing of favoritism toward a relative or related person. Employees are prohibited from having a supervisory relationship or a position of influence in the same area as an employee or student who is his/her relative. *The hiring of two relatives, e.g. parents and students, to be supervised by the same departmental director/manager, is also prohibited. For the purposes of this policy, a 搑elative� means a father, mother, son, daughter, grandfather, grandmother, grandson, granddaughter, husband, wife, brother, sister, aunt, uncle, nephew, niece, cousin, in-laws, and step-relatives. The university reserves the right to make the final determination regarding whether an employee is 搑elated� to another employee or applicant. If a working relationship contrary to this policy is created due to promotion, transfer, marriage or other circumstances, the affected individuals will be provided a reasonable time period in the discretion of the university to voluntarily comply with this policy. The university cannot guarantee that transfer or reassignment requests would be approved. Transfers will be based on the university抯 needs and available positions. If the situation is not resolved voluntarily by the employees, Human Resources will take appropriate action to achieve compliance with this policy. Exceptions to this policy would require approval of the Administrative Council. * The hiring of two related students to be supervised by the same departmental director/manager is permissible. Young抯 note: If you believe that it is necessary to request an exception to this policy, I would recommend that your request to Administrative Council include at least the following components: Description of the steps taken to find and recruit this candidate. Explanation of why this candidate is the best person for the position. Safeguards which the department/school will institute to mitigate or avoid the potential problems presented by nepotism. For example, but not limited to: Perceptions of favoritism. Perceptions of collusion or of a 搗oting bloc� in faculty meetings. Perceptions of difficulty of open and frank discussion. Exit strategy steps that will be taken if the employment becomes a problem. What will trigger the need to take this step? What step(s) will be taken? Academic Administration抯 Review of Professor Candidates Some have inquired regarding kinds of things the VPAA looks for when considering candidates for a professor抯 position. While the following should probably not be posted on the web or sent to prospective candidates (think 搕est security�), it may be of help to deans and chairs as they begin the process of sifting through applications and recommended names. Resume Check: What do I know about this person and his/her school/department? Teaching/research/advising effectiveness Student satisfaction Reputation Does the applicant hold the necessary degrees? Doctorate Appropriate content area Degree from a reputable IHE Awards and citations Any? Relevant to profession? Includes 搒illy� ones? Indicates high levels of teaching or service Involvement with non-SDA community Work experience Adequate for one who will teach university level courses Changes in position � do they show stability, growth, or inability to keep a job? Length of time at each place Gaps in listed work experience Logical relocations? Progression or just random moves? Do listed accomplishments sound appropriate, irrelevant, or 揵raggy�? References Are they provided? If not, why not? Are they professional references or only character/friend references? Are they from the most recent employers and colleagues? Are there references that you would have expected to see listed that are not? If not, why not? What is the candidate hiding? Format Are the resume and cover letter formatted professionally? Are there errors or typos on these most important documents? If so, what quality of work will we receive on things perceived by the professor as less important? Does the person seem competent, honest, and friendly, does the candidate appear to be omitting or hiding something, or does the candidate seem to be pushy or overconfident? Reference Check: What can you tell me about the candidate抯 character and ethical behavior? What can you tell me about the candidate抯 professional effectiveness? What can you tell me about the candidate抯 collegiality and ability to work as a member of a team? How self-regulated is this candidate? How do you believe the candidate might 揻it� into SAU? Why? Describe the candidate抯 teaching. How involved is the candidate with Church? University committees and co- or extra-curricular activities? Non-SDA community? If given the opportunity to hire this person, would you do so? What would be your feeling if your own son or daughter were this person抯 student and advisee? If speaking with the candidates pastor: What can you tell me about the candidate抯 contribution to the local congregation? What can you tell me about the candidate抯 belief system? Does the candidate hold any views significantly outside main-stream Seventh-day Adventist belief? VPAA Interview: (Questions that might have been raised while reviewing resume or by references.) Describe a typical class session. Look for learner-centeredness. Look for good variety of instructional approaches. Look for self-analysis. Look for a good blend of self-confidence with humility and teachability. Look for actual description rather than pleasant sounding theories or generalities. Picture the response of 40 freshmen at 8:00 AM in this person抯 class. Picture the response of 30 seniors at 3:00 PM in this person抯 class. Consider the balance of academic risk and spiritual safety as appropriate to an SDA university. Describe your most interesting class session in the past month or so. Tell me what you believe about students. Does this person like kids? Is the person抯 attitude positive? Does this person have high academic expectations? On which committees do you serve? Why? Is this person involved in the life of the academic community? Is this person on significant committees and providing leadership that suggests a clear and positive thinker? How are you able to contribute to your local non-SDA, non-University community? Is this candidate an 揺xpert� or a 揼o-to� person in his/her discipline? Is this candidate insulated and content to operate only in SDA circles? Does this candidate do more than teach, grade, and go home? What research catches your enthusiasm? Is there any? Are students involved? Why would you want to leave (present position) and come to SAU? What is your greatest struggle or least enjoyable thing about (present position)? Is the candidate coming to an opportunity or leaving an unpleasant situation? Is the candidate a complainer? How do you currently integrate faith, spirituality, and your content when teaching? Does the answer reflect practice or 搈ade-up on the spot� theory? Is there a good balance between academic openness and spiritual anchor? Is the candidate excessively liberal or dogmatic? What can you tell me about your contribution to your local Seventh-day Adventist congregation? Do they know who their pastor is and would the pastor know them? Do they have an age appropriate engagement with the congregation? Are there any deviations from main-stream Seventh-day Adventist belief? The VPAA will typically inquire about origins, human sexuality, authority of scripture, etc. depending on the discipline. 揑nternal� Observations and Assumptions: The burden of proof rests on the candidate. It is much better to leave the faculty position vacant than to hire someone who is not at least a very good fit. Does this person seem honest? Real? Would I like to meet the person on the sidewalk or in the cafeteria from time to time? Is the person trying too hard? Does this person have energy, enthusiasm, vision? Are the person抯 self-descriptions balanced? How would I feel if my own son or daughter were in this person抯 class? Is the candidate learner-centered or self-centered? Is the candidate spiritually mature and balanced? Is this person likely to be 揾igh maintenance� or a strong contributor to the university? Does this candidate appear to have a hidden agenda? Protocol: If the candidate currently works at another SDA institution, has the VPAA or President contacted the institution for permission to interview this individual? Is it so late in the academic year that to offer the candidate a teaching position would leave a sister institution in a bind? Does this candidate have unamortized health, study, or moving expenses, which we will have to assume, at the current place of employment? SOUTHERN ADVENTIST UNIVERSITY HIRE REQUEST FORM Position is: New _____ Existing _____ Is Position Funded? Yes _____ No ______ Budget Year:________________ Department Name:________________________________________________ Number:_________________________________________________________ Job Opening Title:_________________________________________________ Individual requesting to have vacancy filled: _____________________________ Desired Start Date:____________________ Job description attached: Yes ____ No ____ Comments: Approved: ________________________________ _________________________ Departmental Director/Manager/Dean/Chair Date ________________________________ _________________________ Vice President /Supervisor Date Human Resource Committee Date to Post: ____________________________ HR Action number ________________________________________________ Human Resource Committee Date to Hire: ____________________________ HR Action number: _______________________________________________ Approved _________ Denied __________ _________________________________ _________________________ Human Resource Dean/Chair Date The School of Business & Management offers some of the questions which they use while interviewing potential professors. Feel free to use them to guide your interview process. SBM Review of Professor Candidates Name______________________________ Date______________ Interview questions: Questions from resume � Describe a typical class session. What do you like best about teaching? Least? How do you integrate faith, spirituality, and content when teaching? How do you view students? What do you think a business graduate should look like? What is your vision for your graduates as they go into the workplace? Describe your most interesting class session in the past few weeks. What do you consider your strengths? Weaknesses? What research catches your interest? Are you willing to teach graduate/undergraduate? What kind of office hours do you keep? How do you relate when students contact you at other times? On which committees do you serve? Why? What is your church and community involvement? How do you assess your interpersonal skills? Like people? Prefer alone time? What expertise would you bring to our faculty? Where do you see yourself ten years from now? Are you willing to get a terminal degree? Away from campus, if necessary? Why do you want to come to Southern? What do you struggle with most or is least enjoyable at your present job? Do you have any unamortized expenses? We generally prefer departments and schools to invite interviewees to teach at least one course during their visit to our campus. One tool for structuring your evaluation of the candidate抯 teaching is the Peer Evaluation Form which is a part of our professors� portfolio evaluation process. Professor______________________________________________________________ Peer Evaluator_______________________________________________________________ Course Number/Title______________________________________________________ Evaluation Dates Time of Day Students Present ___________________ ___________________ ___________________ ___________________ ___________________ ___________________ ___________________ ___________________ ___________________ Key: E = Excellent; VG = Very Good; G = Good; F = Fair; P = Poor E VG G F P 1. Organization of presentation: ( ) ( ) ( ) ( ) ( ) Comments: E VG G F P 2. Explanations of subject matter: ( ) ( ) ( ) ( ) ( ) Comments: E VG G F P 3. Ability to present alternate explanations: ( ) ( ) ( ) ( ) ( ) Comments: E VG G F P 4. Use of examples and illustrations: ( ) ( ) ( ) ( ) ( ) Comments: E VG G F P 5. Professor抯 enthusiasm: ( ) ( ) ( ) ( ) ( ) Comments: E VG G F P 6. Student interest/engagement in presentation: ( ) ( ) ( ) ( ) ( ) Comments: E VG G F P 7. Integration of Faith and Learning: ( ) ( ) ( ) ( ) ( ) Comments: E VG G F P 8. Overall teaching effectiveness: ( ) ( ) ( ) ( ) ( ) Comments: General Observations: The School of Business & Management offers their checklist for those who find it to be helpful for their evaluation of a candidate抯 teaching ability. 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