1 of 70

Welcome to the 2025 Virtual Academic Personnel Search Workshop

This presentation can be found on the Academic Personnel website.

Please turn off your video.

Please mute your audio.

Recruitment Training

2 of 70

Advancing our Charter:�Recruitment Training

Office of the University Provost�Fall 2025

Faculty and Academic Professional Positions

Recruitment Training

3 of 70

Agenda

ASU Charter

Basic Guidance and Principles for Searches

Advancing the Charter in Hiring

Search Committees

Search Process

Advertising: Some Legal Requirements

Advertising: Choosing Deadlines

The Applicant List

Finishing the Search

Recruitment Training

4 of 70

ASU Charter

ASU is a comprehensive public research university, measured not by whom it excludes, but by whom it includes and how they succeed; advancing research and discovery of public value; and assuming fundamental responsibility for the economic, social, cultural and overall health of the communities it serves.

Recruitment Training

5 of 70

Nine Design Aspirations

ASU’s ongoing evolution as a New American University. ASU integrates these institutional objectives in innovative ways to demonstrate excellence, access and impact.

Leverage Our Place

ASU embraces its cultural, socioeconomic and physical setting.��Transform Society

ASU catalyzes social change by being connected to social needs.��Value Entrepreneurship

ASU uses its knowledge and encourages innovation.

Conduct Use-Inspired Research

ASU research has purpose and impact.��Enable Student Success

ASU is committed to the success of each unique student.��Fuse Intellectual Disciplines

ASU creates knowledge by transcending academic disciplines.

Be Socially Embedded

ASU connects with communities through mutually beneficial partnerships.�

Engage Globally

ASU engages with people and issues locally, nationally and internationally.��Practice Principled Innovation

ASU places character and values at the center of decisions and actions.

Recruitment Training

6 of 70

Recruitment Training

Basic Guidance and �Principles for Searches

Faculty and Academic Professional Positions

Inhouse links only:

Master deck https://docs.google.com/presentation/d/1UTBVug8inMi3yfI8LyOUecte8xWdCLlG2PdM9ZIY144/edit#slide=id.g13d19ad34c4_5_3

Subsection #1 for use on web

https://docs.google.com/presentation/d/1WXOynGj53QeJ1oFdUgA0OsV596glwbae5fc5ge7RvMM/edit#slide=id.g13ca3c76d7d_0_265

Recruitment Training

7 of 70

ASU Commitment to Inclusive Excellence in Employment

Arizona State University will:

Recruit and hire the most qualified applicants.
Recruit, retain and develop a qualified workforce.
Comply with equal opportunity principles and nondiscrimination laws.
Hold each individual with authority to hire accountable for recruitment, retention and development of an excellent workforce.
Apply ABOR and ASU policies consistently

Recruitment Training

ASU promotes equal opportunity and refrains from discrimination in employment and educational programs and activities. Discrimination is prohibited on the basis of race, color, religion, national origin, citizenship, sex, sexual orientation, gender identity, age, disability, special disabled veteran status, other protected veteran status, newly separated veteran status, and Vietnam era veteran status. Equal employment opportunity includes but is not limited to recruitment, hiring, promotion, termination, compensation, benefits, transfers, university-sponsored training, education, tuition assistance, and social and recreational programs.

“Equal opportunity” results when all applicants are treated consistently and when policy is applied equally to all applicants at each stage of recruitment.

8 of 70

Policies and Resources

Academic Personnel Actions Reporting System (APARS)

Effective July 1, 2019, all new academic personnel searches (both competitive and targeted) for faculty and academic professional positions at ASU must be conducted through the Academic Personnel Actions Reporting System Faculty Search.
This includes faculty associate positions.
Academic Personnel Actions Reporting System (APARS): Faculty Search �provost.asu.edu/academic-personnel/faculty-search

Recruitment Training

9 of 70

Policies and Resources

Related Equal Employment Opportunity and Nondiscrimination policies:

ABOR 1-119 and 1-120

Nondiscrimination and anti-harassment https://public.powerdms.com/ABOR/documents/1491526

Equality of opportunity https://public.powerdms.com/ABOR/documents/1491527

ACD 401

Prohibition Against Discrimination, Harassment, and Retaliation �https://public.powerdms.com/ASU/documents/1541854

ACD 405

Individuals with Disabilities https://public.powerdms.com/ASU/documents/1541872 �

Recruitment Training

10 of 70

Failed searches

A successful search may come up empty, but a failed search is one in which the wrong person was hired

Recruitment Training

The search process seeks to identify the most qualified person possible for the position, with the intent that this person will go on to be very successful at ASU for years to come.

Sometimes a search may not result in a hire in a given year, for various reasons, but that can be the result of a careful review of the pool for the process. In that case, not hiring anyone for a search need not be seen as a failure.

Rather, a search fails when a person is hired who winds up not being successful at ASU because the match between the expectations for the person and expectations for the successful hire in the position was poor. This is what a careful search process seeks to avoid while attempting to find the most qualified person in the most inclusive applicant pool possible. In that sense, in such cases the “wrong” person was hired. This failure may not become obvious immediately.

11 of 70

Some Keys to Successful Searches

Consider what you really need in the position you are filling: essential functions, required qualifications
Look for candidates who have the skills and experience to advance our charter and support our students
Think about ways to embed charter goals and design aspirations as an intellectual/academic component of the job
Conduct a broad look in the marketplace for potential colleagues – this improves the quality of your search
Move quickly and advance your search
Use rolling deadlines – keeps your options open

Recruitment Training

There is no set bag of magic tricks that leads to success in a search. However, the following four practices are broadly applicable to searches, and we’ll talk about each of these more later in the presentation.

The search should focus on the essential functions and required qualifications you identify.
You cannot find the most qualified applicants without a broad search.
A search is an active process and depends on a search committee’s intentional and determined efforts to identify and attract the strongest pool of applicants. You must continually push this aspect of your institutional service toward the top of your tasks each day. The search with which you are involved is being performed in a highly competitive environment, so it is essential to keep this important service contribution on your radar.
Rolling deadlines can keep options open for you, but there is a “right” way and a “wrong” way to specify a rolling deadline.

12 of 70

Questions?

Basic Guidance and Principles for Searches

Recruitment Training

13 of 70

Recruitment Training

Some Successful Strategies for advancing the charter in faculty hiring

Faculty and Academic Professional Positions

Inhouse links only:

Master deck https://docs.google.com/presentation/d/1UTBVug8inMi3yfI8LyOUecte8xWdCLlG2PdM9ZIY144/edit#slide=id.g13d19ad34c4_5_3

Subsection #2 for use on web

https://docs.google.com/presentation/d/105vG34i5FsLuqkjvgamrN6SVBubn5CrxqnD6KJiaj0k/edit#slide=id.g13d32927a16_0_1350

Recruitment Training

14 of 70

Recruitment Strategies for �Enhancing Search Effectiveness

Create job descriptions that clearly address ASU’s Charter so that broad groups of highly qualified candidates with relevant skills are inclined to apply.
Review programs for premier conferences in your discipline and those of disciplinary organizations.

When attending these conferences, participate in the various caucuses devoted to a variety of fields of study and attend panels that feature faculty and/or graduate students interested in such topics.

Recruitment Training

Every search is different, but here are some strategies others have tried in order to attract a broad pool of high-quality applicants:

For this specific search:

Identify journals, conferences, and organizations relevant to your discipline.
Review recent (last 12 months) journals and conference programs to identify potential candidates.
Contact top 10 departments in the nation and collaborate to identify:

Recent and soon-to-be PhDs and postdocs (as potential new assistant professor hires).
Senior scholars (as potential speakers or visiting scholars).

Generate a list of advertising outlets that reach multiple constituencies.
From the above searches, generate a list of 10-15 candidates for potential hire on tenure track.

Ongoing:

Create job descriptions that clearly convey ASU’s charter goals and design aspirations to attract highly qualified candidates with relevant skills and experiences.
Post job descriptions for an adequate length of time in a variety of outlets with wide national and international circulation, including print (e.g., Chronicle of Higher Education), web-based media, as well as in smaller discipline-relevant organizations that may have higher levels of engagement..
Draw broadly from current personnel to comprise search committee and ask them to strategically disseminate information about openings (e.g., through their professional networks).
Coordinate cluster hires with related disciplines
Involve faculty/staff and student organizations in applicants’ interviews

15 of 70

Suggestions to Identify a �Broad Pool of Candidates

Identify journals, conferences, and organizations relevant to your discipline.

Review recent (last 12 months) journals and conference programs to identify potential candidates.

Contact top 10 departments in the nation and collaborate to identify:

Recent and soon-to-be PhDs and postdocs (as potential new assistant professor hires).
Senior scholars (as potential speakers or visiting scholars).

Generate a list of advertising outlets that reach multiple constituencies.

From the above searches, generate a list of 10-15 candidates for potential hire on tenure track.

Recruitment Training

16 of 70

Advertise in Outlets that Reflect Broad Constituencies

What associations have job posting sites?

What conferences might post jobs for interested candidates?

Recruitment Training

17 of 70

Job Ads: Language

To attract a strong pool, the job ad must reflect meaningful institutional commitment to the ASU Charter, and/or its design aspirations, and its students.
In describing qualifications, avoid wording that implies that applicant must have certain traits or beliefs

Instead of the “applicant is decisive,” it is best to phrase it as the “applicant has the ability to make decisions quickly”
Instead of the “applicant has demonstrated a commitment,” consider “the applicant has demonstrated experience or ability”

Avoid language that suggests a preference for individuals of particular identities or background and could discourage qualified applicants

Avoid using gender pronouns, instead consider “the candidate” or “the faculty member.”
Avoid using words associated with marital, parental, employment, or national status.
Avoid using language that could exclude certain religions.
Avoid language that suggests candidates needing reasonable accommodations under the Americans with Disabilities Act are unwelcome.

Recruitment Training

18 of 70

Job Ads: Specific to California

Ensure the pay range for the position is listed.
Employers may not include a language proficiency requirement, unless it is actually required for the position.
It is illegal under California law (and the law of several other states) to include weight and height requirements, unless actually required for the position.

Recruitment Training

19 of 70

Job Ads: Best Practices

Limit required qualifications to 2-4 and place others under desired qualifications

Required qualifications:

A PhD in criminology, criminal justice, homeland security, intelligence analysis, security studies, or a related social-scientific field from a regionally-accredited university; and
Candidates should have strong evidence of (or demonstrated potential for) excellence in research and teaching.

Desired qualifications:

Substantive specialization in a core aspect of homeland security, including (but not necessarily limited to) domestic terrorism; international terrorism; cyberterrorism; �human trafficking and criminal justice; immigration policy, criminal justice, and �homeland security; criminal intelligence analysis; counter-insurgency; the role of �criminal justice agencies in emergency preparedness, response, and recovery; and �similar national and international security issues
Experience working with the U.S. Department of Defense, U.S. Department of �Homeland Security, or other agencies in the national intelligence community;
Demonstrated experience publishing in peer-reviewed journals or academic press books;
Demonstrated experience writing grant proposals;
Demonstrated experience teaching at the undergraduate or graduate levels; and
Demonstrated experience relevant to the goals of the ASU Charter.

Recruitment Training

20 of 70

Job Ads: Best Practices, cont.

Expand the pool by broadening the description of scholarship, experience and disciplinary backgrounds suitable for the position

“All tenure-track faculty in SCCJ engage in research, teaching, and service. Successful applicants must demonstrate the ability to contribute to the core research mission of the SCCJ. For this position, we seek to hire a candidate who specializes in a core aspect of homeland security, including (but not necessarily limited to) domestic terrorism; international terrorism; cyberterrorism; human trafficking and criminal justice; immigration policy, criminal justice and homeland security; criminal intelligence analysis; counter-insurgency; the role of criminal justice agencies in emergency preparedness, response, and recovery; and similar national and international security issues.”

Recruitment Training

21 of 70

Job Ads: Best Practices, cont.

Signal that the unit welcomes scholarship that engages critical paradigms, new �perspectives or innovative approaches

“The School’s programs are designed to train students to think critically, to be accountable to the communities with which they engage, and to utilize a full repertoire of theoretical approaches and innovative research methods, with training in quantitative and qualitative approaches and an established specialization in measurement and statistical analysis available to doctoral students. The Sanford School engages an inclusive approach to study society, institutions, communities, families, and individuals. The faculty contribute to many university initiatives, including The Global Sport Institute, The Latino Resilience Enterprise, The Southwest Interdisciplinary Research Center, The Children’s Equity Project, The Measurement and Statistical Analysis Group, and The Global Center for Applied Health Research. Further information on the School’s mission, programs, and collaborations can be found at thesanfordschool.asu.edu/director-search.”

Recruitment Training

22 of 70

Job Ads: Best Practices, cont.

Highlight commitment to fair practices

“The department is committed to addressing the family needs of faculty, including dual career couples and single parents, as well as candidates who have had non-traditional career paths or who have taken time off for family reasons.” aprecruit.berkeley.edu/JPF03037

Highlight unit initiatives and programs that promote fair practices and the success of faculty and students

Student Success Program
Faculty Mentoring programs
Seed grants to support research
Other charter initiatives

Highlight breadth and range of student population

“The SCCJ is housed in the Watts College of Public Service and Community Solutions, a comprehensive public research unit at ASU with a student body of over 7,122 undergraduate and graduate students from around the U.S. and the globe.”

Recruitment Training

23 of 70

Job Ads: Best Practices, cont.

Address local demographics that signal communities of interest to a range of candidates

“ASU serves more than 70,000 students across five campuses, and has a rapidly growing digital immersion population. The Sanford School is located on ASU’s Tempe campus. Tempe is part of the greater Phoenix metropolitan area, where demographic change, cultural inclusiveness, and socio-economic disparities demand new models of higher education, which are highly relevant to ASU’s charter (asu.edu/about/charter-mission-and-values).”��ASU’s location offers the resources of a major metropolitan area (5+ million) in a state with spectacular natural scenery and recreational areas, sublime winters, and a culturally rich population. Learn more about the HDSHC and ASU at humancommunication.asu.edu/ and newamericanuniversity.asu.edu/, respectively. Learn more about what The College of Liberal Arts and Sciences has to offer by visiting thecollege.asu.edu/faculty.

Recruitment Training

24 of 70

Questions?

Advancing the Charter in Hiring

Recruitment Training

25 of 70

Recruitment Training

Search Committees

Faculty and Academic Professional Positions

Inhouse links only:

Master deck https://docs.google.com/presentation/d/1UTBVug8inMi3yfI8LyOUecte8xWdCLlG2PdM9ZIY144/edit#slide=id.g13d19ad34c4_5_3

Subsection #3 for use on web

https://docs.google.com/presentation/d/1fVZoZUclBWlmgZaPmkP3FHEBfOnIbM-6bXzkXlRQKy8/edit#slide=id.gf47f375902_0_12

Recruitment Training

26 of 70

Search Committees

Hiring Authority

Chair, dean or provost determines the search committee’s charge in keeping with unit and college bylaws and university policy.

Search Committee

May be asked to:

Develop position announcement(s)
Screen applications
Conduct interviews
Conduct reference checks
Make reports to the hiring authority. Normally, reports list each candidate’s strengths/weaknesses, but do not rank candidates.

Recruitment Training

27 of 70

Critical Points for Search Committees

Actively develop expansive applicant pool for the position
Proactively address incomplete applications
Chair of the committee is the primary contact with applicants
Maintain confidentiality throughout search

Develop criteria to evaluate applicants BEFORE looking at applicant pool
Develop an interview agenda and questions
Committee Chair or designee should attend interview functions to ensure inappropriate topics are avoided

Recruitment Training

CRITICAL STEPS FOR THE SEARCH COMMITTEE

Actively recruit applicants for the position. A passive search committee, merely waiting for applications to come, is rarely successful in finding the best applicants or the best hire.
Determine whether to offer applicants who submit incomplete applications the opportunity to provide the missing application material; this should be done consistently so that either all applicants missing some part of the application material are provided this opportunity or no applicant is provided this opportunity. (Normally only the chair of the committee will communicate with applicants about the status of their application and/or the recruitment process.)
Assure appropriate confidentiality at each stage of the search; see Guidelines for Use of Email in Searches below.
Discuss the essential functions, and the required and desired qualifications before evaluating applications, and assure each committee member uses these criteria.

GUIDELINES FOR THE USE OF EMAIL IN SEARCHES

Please remember that use of email in searches establishes a record that becomes part of the search material that must be retained for three years. Additionally, email may be forwarded with or without changes without the original sender’s permission. Email may be considered a public record that must be made public under certain circumstances; therefore, the following guidelines are provided to assist in assuring appropriate confidentiality of the search process.

Acceptable uses of email by search committee members:

Setting of meeting times/locations
Distribution/discussion of recruitment process information, e.g., drafts of ad copy, search plans, interview itineraries and questions, reference questions/process, criteria to evaluate whether qualifications are met
Appropriate communication with applicants, e.g., provide information about the status of the search, request reference names, provide itinerary/information about interviews, offer option to provide missing application material
Appropriate communication with references, e.g., request letters of reference, set appointments for telephone reference calls
Contact with potential candidates to alert them to vacancies, provide ad copy, provide general information about the department, college, and/or university

Unacceptable uses of email by search committee members:

Discussion by name about candidates’ qualifications and status in the search (e.g., on the short list, to be interviewed, etc.)
Discussion about specific reference information about named candidates or named references
Providing confidential search information to anyone, i.e., if the information is confidential, it is best not to share even with appropriate individuals via email
Soliciting additional or clarifying information from an applicant on an ad hoc basis

Review of Application Materials

Make sure the application materials are complete. If not, this is an incomplete application and either a) should not be reviewed, or b) all applicants with incomplete applications should be notified and given an opportunity to complete the applications by a specified date.
Make sure the criteria for the required and desired qualifications have been established. For example, if a qualification is “four years of related experience,” examples of what constitutes “related experience” should be determined in advance of reviewing applications. It would be appropriate to look at the essential functions to determine what type of experience is related to the ability to perform those functions; this does not, however, constitute screening from the essential functions since the person must still have four years of related experience.
Make a checklist of the required and desired qualifications available to persons screening applications.
Check whether the application materials explicitly demonstrate the individuals have met the required and desired qualifications. Evaluators must be sure all of the required qualifications are evident on the application material. For example, have the number of years of experience required been checked on the application material; if supervisory experience is required, does the application explicitly indicate supervision? When a specific number of years of work experience are required, this means full-time work experience. Evaluators need to remember graduate assistant and student work experience is usually not full-time experience. Personal knowledge of an individual’s work/educational experience may not be used to qualify the person for an interview; the qualifying information must be evident on the application.
Do not change the agreed rules of the process based on what the applications are actually like. For example, if the advertisement requires three letters of reference and none of the applicants provide this, then none of the applications are complete and cannot be reviewed until they are complete. It is inappropriate to decide in the middle of the process that a qualification or some part of the application material is no longer relevant just because it will exclude an otherwise excellent candidate from consideration. The search process must establish the rules and then follow them so candidates are assured of equal opportunity.

Interviewing Applicants

Develop an interview agenda, including questions, for search committee interviews; assure each individual interviewed is asked the same basic set of questions. However, each interview may follow up on different ideas and themes that emerge specific to the individual’s answers.
While the committee chair should try to attend all interview functions, at least one person from the search committee should attend all interview functions (unless the function is a one-on-one meeting) to assure inappropriate questions/topics are prevented; see the section below on pre-employment inquiry guidelines.

Pre-Employment Inquiry Guidelines

Questions about any of the following may only be asked when these factors are bona fide occupational qualifications (BFOQs). It is imperative, therefore, that persons interviewing applicants, participating in the interview process, or checking references be aware of and follow these guidelines on information that should NOT be sought from applicants or references. It is important to remember to ask only job-related questions during interviews and reference checks.

Address – Specific inquiry into foreign addresses that would indicate ancestry or national origin is prohibited. It is permissible to ask for the current address of an applicant.

Age and Date of Birth – Federal law prohibits discrimination on the basis of age. Restriction of employment is permissible only when age is a BFOQ.

Arrest/Conviction Record – It is inappropriate to ask about an applicant’s arrest record. If inquiry into the conviction record of an applicant implies an absolute bar to employment, it is unlawful for most positions. An academic unit may have the right to exclude persons convicted of certain offenses from consideration for certain types of jobs. ASU, as of July 1, 2005, requires completion of a criminal background check before an individual is hired.

Birthplace and Citizenship – It is inappropriate to ask the birthplace of an applicant. It is acceptable to ask applicants if they are legally eligible for full-time employment in the United States and, if the answer is yes, to ask for the immigration status (e.g., J1, F1 OPT, H1B). Applicants may not be asked for the country of their citizenship.

Disability – It is unlawful to ask applicants whether they have a disability. Academic units may ask whether applicants can perform the essential functions of a position. The applicant’s response to the question must be taken at face value. If an applicant requests a disability accommodation for an interview, contact the Provost’s Office for assistance before agreeing to or declining the request.

Education – It is permissible to inquire about an applicant’s academic, professional, or vocational educational background when it is a job-related requirement. Asking about the national, racial, or religious affiliation of a school is prohibited.

Financial Data, Credit Record, Garnishment Record, or Fidelity Bonds – Questions to applicants about these issues are considered unlawful unless the department can show a business necessity for this information.

Height and Weight – These factors may not be requested from applicants nor should they be considerations for employment unless they have been validated as BFOQs.

Lowest Salary – It is best not to ask this question of applicants since in the past such information was often used for discriminatory purposes.

Marital Status and Relatives – Questions about an applicant’s relatives, marital status, and/or dependents are prohibited. Employment decisions are to be made without regard to whether relatives of the applicant work at ASU unless the employment would involve supervision of or being supervised by a relative. Contact the Provost’s Office when this becomes an issue in employment.

Military Service – It is permissible to ask about military experience in the armed forces of the United States. The hiring authority should be careful, however, about using information concerning discharges since the military has stated that discharges given under other than honorable conditions during specific periods of time were discriminatory. It is desirable to afford applicants an opportunity to voluntarily disclose whether they are an other-protected veteran or a Vietnam era veteran. The university is required to take affirmative action in the employment of persons in these categories.

Name and National Origin – No inquiry may be made about an applicant’s maiden name, any previous name, lineage, ancestry, national origin, or descent. Names should only be used to identify applicants.

Organizations – It is permissible to ask about professional organizational memberships provided the applicant is made aware of his/her right to exclude the name or character of any organization that is of a predominantly racial, religious, or sexual character.

Photographs – Photographs may not be required or asked for prior to employment.

Religion/Creed – Inquiry into an applicant’s religious denomination, affiliation, parish, pastor, or holidays observed is prohibited.

Social Security Number – Social Security numbers may only be required of applicants who are to be reimbursed for expenses incurred as a result of interviews.

28 of 70

Questions?

Search Committees

Recruitment Training

29 of 70

Recruitment Training

Search Process

Faculty and Academic Professional Positions

Inhouse links only:

Master deck https://docs.google.com/presentation/d/1UTBVug8inMi3yfI8LyOUecte8xWdCLlG2PdM9ZIY144/edit#slide=id.g13d19ad34c4_5_3

Subsection #4 for use on web

https://docs.google.com/presentation/d/1O_IXw9Cqy7AeFg4eIWM4OUmn7mQl1ZFBcCCo5M8UDv8/edit#slide=id.g13c53e6c739_0_2524

Recruitment Training

30 of 70

Faculty and Academic Professional Search Plan (FAP-SP)

Initiated by: The unit hiring authority or designee.

Approvals: The unit hiring authority or designee.

Purposes: Documents the essential functions for every position for which a search is conducted. � Documents recruitment strategies to be used to ensure a qualified and inclusive applicant pool

Submit to: The FAP-SP will be reviewed by the Office of the University Provost in APARS: Faculty Search when a new position is submitted for posting on the ASU employment website. Staff are responsible for uploading the FAP-SP as a file attachment to the position's internal notes section to be reviewed with the job ad.

provost.asu.edu/academic-personnel/personnel-processes/academic-personnel-forms

Recruitment Training

The Faculty and Academic Professional Search Plan is the summary statement of the strategy and techniques to be employed during the search. Since the unit hiring authority bears responsibility for the conduct of the search, the FAP-SP is initiated and approved by the hiring authority.

Comments:

It is the policy of ASU to promote open and competitive searches for all faculty and staff hires. The FAP-SP creates an important record that demonstrates the recruitment strategies used to create a qualified and inclusive applicant pool. We have a commitment to advertise in multiple outlets to reach a broad pool of qualified candidates and we expect to see those used in search plans.

Occasionally, it may be in the best interests of the university to conduct a “targeted search.” In such cases, the hiring authority should submit a Waiver of Recruitment form (see ACD 505–06: Recruitment/Appointment) for tenured and tenure-track faculty, continuing-status-track and continuing-status academic professionals, as well as all multi-year appointments, the Vice Provost for Academic Personnel (or designee) must be consulted. The waiver must be maintained in the position file.

31 of 70

Framing your search

Essential Functions

Required Qualifications

Desired Qualifications

Recruitment Training

Your search is framed around three key components:

Essential functions
Required qualifications
Desired qualifications

POSITION ANNOUNCEMENT EXAMPLE

Counselor Education and Counseling Psychology

The Counseling and Counseling Psychology programs in the College of Education at ASU invite applications for an Assistant/Associate/Full Professor to have joint appointments in the Counselor Education master’s program (CACREP accredited) and the Counseling Psychology doctoral program (APA accredited). Specific areas of research, teaching and practice are open. Required qualifications include: a doctorate in Counseling Psychology or Counselor Education; an active research program with a record of publication appropriate to rank and professional affiliation; evidence of ability to supervise, as appropriate to rank, theses/dissertations. Desired qualifications: as appropriate to rank, include: evidence of skills and experience relevant to ASU’s charter goals; evidence of school counseling interest; and/or record of successful external funding for research and/or training.

Application Deadline/Procedures: Application review will begin November 15, 2024; additional applications will continue to be reviewed on the 1st and 15th of each month thereafter until the search is closed. Applicants must send: 1) a letter of interest outlining their qualifications; 2) vita; 3) reprints of representative publications; 4a) at assistant professor rank, please supply three letters of reference; 4b) at associate/full professor rank, please supply names and contact information for three professional references.

32 of 70

Statement of Essential Functions: the core or required duties of a position

Example: Advertisement for Assistant/Associate Professor

Essential Functions:

Contribute to curriculum development
Deliver instruction at the undergraduate, master’s, and doctoral level
Supervise honors, master’s and doctoral Students
Conduct research publishable in top-tier academic journals in the discipline
Participate in professional and university service
Develop grant proposals for external funding as PI or co-PI.

Identifies the key abilities needed for a person to succeed in job.
This statement guides the recruitment and selection activities.
Per ACD 505-06 and under the Americans with Disabilities Act, essential functions must appear in the advertisement for the position.

Recruitment Training

The Americans with Disabilities Act (ADA) requires ASU to identify the essential functions for all positions.

• the core or critical duties of a position that, in effect, define the job;

• used in helping determine whether a requested accommodation for a disability is appropriate; and

• used in assisting the determination of whether an applicant can perform or an employee is performing the job, with or without accommodations.

The following are the federally defined criteria for determining essential functions of a position:

• the reason the job exists is to perform a particular function (e.g., clean rooms for a custodial position);

• there are a limited number of employees available among whom the performance of a job function can be distributed (e.g., perform medical examinations for a physician position);

• function may be highly specialized so that a person is hired for his/her expertise or ability to perform a particular function (e.g., conduct DNA testing for a research specialist position);

• employer’s judgment that a function is essential (e.g., answer phones for a receptionist position);

• the amount of time spent on the job performing the function makes it essential (e.g., provide programming to create reports for a computer programmer position);

• the consequences of not requiring the incumbent to perform the function make it essential (e.g., landing planes for a pilot position);

• the work experience of past incumbents in the job makes a function essential (e.g., maintain budget information for a program coordinator position); and

• the current work experience of incumbents in similar jobs (e.g., provide word processing for an office assistant position).

Essential Functions and Required Qualifications. Too often we structure our advertisements around minimums we would never really be satisfied with. Therefore, essential functions and required qualifications should be based on what we expect the faculty member or academic professional to actually do. If, for example, the position requires external funding to be successful in this position then the required qualifications need to state something like “must have demonstrated interest in and willingness to compete in external competitive grant competitions from appropriate federal and other sources” if a new Ph.D.; and perhaps for experienced faculty for more senior ranks something like “must have demonstrated sustained success in securing external funding from federal and other agencies as principal investigator.” For the new Ph.D., the measure of interest and willingness could be that the person participated in writing grants or helped to write grants as a doctoral student, worked on external grants, etc. The search committee determines what constitutes demonstrated interest and willingness. It could be that it must be reflected in the applicant’s cover letter for the position, explaining how their work would be advanced through external funding. For the experienced person, it could be the number of grants funded as PI over the last 5 years. If employing graduate students is an important criteria from external funding, then seek people who have a record of doing that.

Examples of essential functions, which may be appropriate for some positions, are listed below. Note the essential function begins with a verb. Ideally there should only be from three to five essential functions per position. Essential functions must be appropriate to the position and may vary for the same position title from academic unit to academic unit.

Assistant/Associate Professor:

Contribute to curriculum development

Deliver excellent in-class instruction at the undergraduate, master’s, and doctoral level

Conduct research that is publishable in premier academic journals

Participate in internal and external committees and associations

Assist and/or develop grant proposals

Faculty with Administrative assignment (Chair/Department Director/etc.):

Provide intellectual leadership to the department

Promote the development of a shared vision of academic excellence

Lead the department in the development of new initiatives

Facilitate cross-disciplinary interactions

Assistant Librarian:

Provide reference services utilizing print and web information

Develop print and web-based library instructional material

Provide service to the library and the profession

Communicate orally and in writing

Research Specialist:

Conduct lab tests using appropriate equipment and protocols

Maintain tissue samples in appropriate and secure manner

Analyze and report results of tests conducted

33 of 70

Required Qualifications

Required qualifications ensure that an applicant can perform the essential functions of the position.

These qualifications should be specific enough (i.e., measurable) to assure the hiring authority that applicants will have the necessary education, experience, and/or knowledge to perform the essential functions.
If terminal degree is required, please specify whether it needs to be in-hand at time of application or completed by time of appointment.
Only applicants meeting the required qualifications are eligible for further consideration in the search.
Limit required qualifications to 2-4 and place others under desired qualifications

Recruitment Training

Required qualifications are the education, experience, and/or knowledge needed to perform the essential functions of a position. Key issues to consider in developing qualifications are:

State qualifications clearly and distinguish between required qualifications and desired qualifications.
Required qualifications should assure that applicants can perform the required essential functions of the position. These need to be specific (measurable) enough to assure the hiring authority that applicants have the necessary education, experience, and/or knowledge to perform the essential functions. See the section below on developing qualifications for assistance in developing qualifications.
An applicant must meet the required/minimum qualifications to be eligible for an interview.
Required qualifications cannot be altered/lowered after the search process begins; instead, the search would need to be restarted.

Developing Qualifications

Required/minimum qualifications are those that are absolutely necessary to perform the essential functions of a position. These need to be general enough so that applicants can meet these qualifications and specific enough to be able to determine whether an individual can perform the essential functions of the position.

It is recommended to express qualifications as either “experience” or “demonstrated knowledge” of particular areas. Experience means an applicant clearly demonstrates performing a function or using a tool (such as computer software). Demonstrated knowledge means someone lists the appropriate language on a résumé/vita but does not have to show experience. When “skill” is listed as a qualification it must be in an area that can be demonstrated within the application material, e.g., editing skills (i.e. no typographical errors, etc.), communication skills, and/or organizational skills (i.e., how the application material was organized).

Examples of qualifications and issues:

Qualifications that may be too general:

Bachelor’s degree – Without indications of acceptable disciplines, the question is what experience/knowledge is gained by the degree that will assist someone in performing essential functions?
Experience in higher education – Technically, anyone who has attended a class at a higher education institution meets this qualification; therefore, how does this help determine whether someone can perform an essential function?
Computer skills – Although individuals list “computer skills” on résumés, there is usually no indication of the actual “skill”; there is evidence the individual uses appropriate language but no evidence of the skill level or whether the skill has actually been demonstrated anywhere.

Qualifications that may be too specific:

Master’s degree in Nuclear Physics – Can the academic unit document that performing the essential functions truly requires a degree in one discipline only?
Experience using Excel, Access and MySQL to create interactive, relational databases for personnel tracking – Applicants would have to show that all three (Excel, Access and MySQL) were used in creating interactive, relational databases specifically for personnel tracking purposes, and it may be difficult to find individuals who have this specificity of experience.

Qualifications that may be unclear:

Experience supporting a senior administrator – What does “support” mean, and what qualifies as a “senior administrator”? This qualification does not assist the applicant in understanding what the department wants as a qualification.

34 of 70

Desired Qualifications

Desired qualifications are those that would enhance an applicant’s ability to perform the essential functions of a position.

The initial assessment of applicants is based on whether applicants meet the required qualifications. Secondary assessment may consider whether applicants meet any of the desired qualifications.

Recruitment Training

Desired qualifications are a further refinement of the required qualifications or additional qualifications that would enhance an applicant’s ability to perform the essential functions of a position (e.g., research emphasis in a particular sub-discipline, particular grant record – from NIH, etc.). These desired qualifications represent aspects that you believe would greatly enhance the possibility of future career success for an applicant. However, you may find that the most qualified applicant possesses fewer (or none) of these desired qualifications than some other applicants; instead, the person has additional or unforeseen attributes that make success even more likely for that person. The initial assessment of applicants is based on whether applicants meet the required/minimum qualifications; secondary assessment may be based on whether applicants meet the desired qualifications, as well as whether other unique attributes are present.

35 of 70

Job Ads: Professors of Practice

Per ACD 505-02, Professors of practice are fixed-term faculty members whose expertise, achievements, and reputation developed over a sustained period of time* qualify them to be distinguished professionals in an area of practice or discipline, although they may not have academic credentials or experience.

*ASU considers a minimum of 10 years to be a sustained period of time in this case, so for the ads for Professors of Practice, be sure to include 10 years of experience as a required qualification.

Recruitment Training

36 of 70

Job Ads: Best Practices for Career-Track

•Limit required qualifications to 2-4 and place others under desired qualifications

Example of teaching professor ad

Required qualifications:�

•A terminal degree in biology or a related field by the time of appointment; and

•Candidates should have strong evidence of (or demonstrated potential for) excellence in teaching

Desired qualifications:�

•Substantive online teaching experience;

•Experience in curriculum development;

•Demonstrated experience teaching at the undergraduate or graduate levels; and

•Demonstrated experience advancing the goals of the ASU Charter

Recruitment Training

37 of 70

Questions?

Search Process

Recruitment Training

38 of 70

Recruitment Training

Advertising: Some Legal Requirements

Faculty and Academic Professional Positions

Inhouse links only:

Master deck https://docs.google.com/presentation/d/1UTBVug8inMi3yfI8LyOUecte8xWdCLlG2PdM9ZIY144/edit#slide=id.g13d19ad34c4_5_3

Subsection #5 for use on web

https://docs.google.com/presentation/d/1_zqAEm4S-oIZYnVg6GVGP4lnoBVnF8ivvQ58iBsNrhY/edit#slide=id.g13e851fa558_0_1296

Recruitment Training

39 of 70

Advertising position openings

For faculty positions, only an electronic ad is required. You may choose to use a mix of print and online advertisements as well as direct contact.

PLEASE NOTE: To ensure compliance with a federal regulation that requires government contractors to advertise internally to allow for promotional opportunities, the advertisement must be posted on the ASU employment website before before ad is posted in other sources.

Recruitment Training

To be successful, you have to use a mix of venues and approaches in getting the word out. This is both required by federal law and by common sense.

The hiring authority should strategically advertise positions to assure a broad pool of well-qualified applicants. An analysis of available recruitment sources should be conducted that includes recruitment resource target audience, cost, advance time required to place announcements as well as the intervening time to actual publication/posting, and whether the source is recognized and regularly viewed by potential applicants.

Examples of advertising sources include but are not limited to publications, other colleges/universities, websites, listservs, professional organizations, special committees and caucuses within organizations, employment assistance organizations, mailing lists of organizational memberships, and direct contact with potential applicants or with individuals from whom nominations are sought.

40 of 70

Federal law considerations for advertising position openings

Searches that might lead to the hiring of an individual who is not a U.S. citizen have specific advertising requirements.
ASU must demonstrate that a competitive recruitment and selection process was used and that the foreign national was more qualified than any U.S. worker applicant.
ASU can demonstrate this through use of the protocols set forth in recruitment policies and guidelines.

Recruitment Training

41 of 70

Federal law considerations for advertising position openings, cont.

In conducting an open and competitive search, electronic or web-based national professional journals may be used in lieu of a print journal to satisfy the provision found at 20 CFR 656.18(b)(3), which requires use of a national professional journal for advertisements for college or university teachers.

The advertisement for the job opportunity for which certification is sought must be posted for at least 30 calendar days on the journal’s website.

Recruitment Training

Excerpt from US Department of Labor’s Foreign Labor Certification FAQs:

Is the employer permitted to use an electronic or web-based national professional journal instead of a print journal when conducting recruitment under the Department of Labor (Department) regulations at 20 Code of Federal Regulations (CFR) § 656.18, Optional special recruitment and documentation procedures for college and university teachers?

Yes, an employer may use an electronic or web-based national professional journal to satisfy the regulatory provision at 20 CFR § 656.18(b)(3), which requires use of a national professional journal for advertisements for college or university teachers. The advertisement for the job opportunity for which certification is sought must be posted for at least 30 calendar days on the journal's website. Documentation of the placement of an advertisement in an electronic or web-based national professional journal must include evidence of the start and end dates of the advertisement placement and the text of the advertisement.

Revised September 28, 2011

_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _

The UD DOL does not maintain a list of national professional journals that can be consulted to determine if the outlet a given discipline wishes to use satisfies the Department’s standard. However, based on the past experiences of ASU and other institutions, we know that The Chronicle of Higher Education has satisfied the requirement. Generally, the more recognizable the publication, the higher probability of avoiding an audit, so examples of additional national professional journals might include: MLA (Modern Language Association), JOE (Jobs for Economists), as well as specialized academic journals which are read by others in the field.

42 of 70

Federal law considerations for advertising position openings, cont.

Documentation of the placement of an advertisement in an electronic or web-based national professional journal must include evidence of the start and end dates of the advertisement placement and the text of the advertisement. An example of a national outlet that meets these criteria is The Chronicle of Higher Education.

The Department of Labor does not maintain a list of national professional journals which will satisfy the requirement, however, based on past experiences at ASU and other institutions, we know that The Chronicle of Higher Education has satisfied the requirement; therefore, use The Chronicle for all searches.

If a search process does not include one national electronic or print ad and the finalist turns out to be a non-U.S. citizen, the hiring department will need to re-recruit for the position to meet U.S. Department of Labor (DOL) certification requirements.

Recruitment Training

43 of 70

Federal law considerations for advertising position openings, cont.

While the national electronic or print ad is necessary, it alone is not sufficient to satisfy Department of Labor requirements — evidence of other recruitment sources utilized is also required.

The Department of Labor does not specify what those other sources need to be, but it is clear that more than just the national electronic or print ad is required.

Recruitment Training

44 of 70

A special point about advertising Academic Professional openings

In conducting an open and competitive search for an Academic Professional that does not have teaching responsibilities, one full print advertisement must appear in at least The Chronicle of Higher Education; other national advertising venues may also be used.

If a search process does not include one national print ad and the finalist turns out to be a non-U.S. citizen, the hiring department will need to re-recruit for the position to meet U.S. Department of Labor (DOL) certification requirements.

Recruitment Training

45 of 70

A special point about advertising Academic Professional openings

Just as before, while the national print ad is necessary, it alone is not sufficient to satisfy DOL requirements — evidence of other recruitment sources utilized is also required.

The DOL does not specify what those other sources need to be, but it is clear that more than just the national print ad is required.

Recruitment Training

46 of 70

EO statements in advertisements

The following statement must be included in advertisements and openings:

Searches posted through Faculty Search (APARS) will already auto-generate this statement and all required links to the advertisement.

Searches done outside Faculty Search (APARS) with electronic advertisements will need a link to ASU’s full non-discrimination statement (ACD 401) at asu.edu/aad/manuals/acd/acd401.html, and also a link to the Title IX policy at asu.edu/titleIX.

All qualified applicants will be considered without regard to race, color, sex, religion, national origin, disability, protected veteran status, or any other basis protected by law.

Recruitment Training

47 of 70

Clery Act in advertisements

The Clery Act requires ASU to provide prospective employees with a notice of availability of the Annual Security and Fire Safety Report. The following statement must be included in advertisements and openings:

Searches posted through Faculty Search (APARS) will already auto-generate this statement and all required links to the advertisement.

Searches done outside Faculty Search (APARS) with electronic advertisements will need a link to the Clery Report.

In compliance with federal law, ASU prepares an annual report on campus security and fire safety programs and resources. ASU’s Annual Security and Fire Safety Report is available online at asu.edu/police/PDFs/ASU-Clery-Report.pdf. You may request a hard copy of the report by contacting the ASU Police Department at 480-965-3456.

Recruitment Training

48 of 70

Questions?

Advertising: Some Legal Requirements

Recruitment Training

49 of 70

Recruitment Training

Advertising: Choosing Deadlines

Faculty and Academic Professional Positions

Inhouse links only:

Master deck https://docs.google.com/presentation/d/1UTBVug8inMi3yfI8LyOUecte8xWdCLlG2PdM9ZIY144/edit#slide=id.g13d19ad34c4_5_3

Subsection #6 used on web

https://docs.google.com/presentation/d/1xVp96glyAwYDL1h8BRTaGos8H6pcTHgxeTqwPd76MPk/edit#slide=id.g13e851fa65c_0_1266

Recruitment Training

50 of 70

Choosing application deadlines

Application deadlines provide applicants assurance that the unit will treat each of them consistently as well as offer a general timeline for assessing when interviews might occur.

A deadline of “open until filled” provides NO assurance of equal opportunity and should be avoided. Instead, for flexibility, a rolling application deadline language should be used:

Application deadline is (date). Applications will continue to be accepted on a rolling basis for a reserve pool. Applications in the reserve pool may then be reviewed in the order in which they were received until the position is filled.

Recruitment Training

51 of 70

Choosing application deadlines

If you are advertising for a month or less, per ACD 505-06, the minimum time span FROM the date the last ad/announcement appears in the advertising source (or is received by the advertising source in the case of notification of organizations/schools/ individuals) TO the application deadline is:

Local/State: 5 calendar days
Regional: 10 calendar days
National:/International: 14 calendar days

If you are advertising for a month or longer, the deadline may be as early as 30 + 14 days after the advertisement first appears for a national search, or 30 + 10 for a regional search, or 30 + 5 days for a local/state search.

Recruitment Training

52 of 70

Questions?

Advertising: Choosing Deadlines

Recruitment Training

53 of 70

Recruitment Training

The Applicant List

Faculty and Academic Professional Positions

Inhouse links only:

Master deck https://docs.google.com/presentation/d/1UTBVug8inMi3yfI8LyOUecte8xWdCLlG2PdM9ZIY144/edit#slide=id.g13d19ad34c4_5_3

Subsection #7 used on web

https://docs.google.com/presentation/d/1skIZsRWjJ_bwSQMqfJlc9xo9dXwUbY_lLFgDQ75U8BA/edit#slide=id.g13e86168d0e_0_1256

Recruitment Training

54 of 70

Applicant List

Documents the names and demographic data of all applicants for a Faculty or Academic Professional position, along with the reasons that an applicant was interviewed (or not interviewed) and hired (or not hired) provost.asu.edu/academic-personnel/personnel-processes/academic-personnel-forms

The information required for the Applicant List will be pulled in a report from Faculty Search (APARS).

Initiated by: The unit hiring authority or designee.

Approvals: The unit hiring authority or designee, dean and provost

Submit to: HR/provost’s office within 30 days of the hire(s) being made or the close of the � search – whether or not a hire was made.

Comments: The data contained in the Applicant List are collected and reported annually. This form is reviewed for completeness.

Recruitment Training

55 of 70

Recruitment Training

This is what the form looks like. The first page describes the form, who fills it out, and the codes for various pieces of information provided for each applicant.

The only allowable source for demographic information is the information provided in the applicant’s response to the EEOA survey (see next page). If an applicant did not respond to the survey, DO NOT GUESS at this information based on surname, appearance, etc. Instead, use the code “D” which, as noted on the first page of the form, indicates that applicant did not respond to the survey.

The last column also documents the reason that particular applicant was not hired or not interviewed using the coded reasons provided on the first page of the form. The primary reason for non-interview/non-hire needs to be selected from a dropdown list in Faculty Search so a report to start the Applicant List can be accurately pulled. On the Applicant List form itself, more than one code can be used to describe a candidate. Be as detailed as possible, assigning candidates more than one Justification for Disposition on this form, if applicable.

If you assigned a candidate the code “2) Does Not Meet Desired Qualifications,” in Faculty Search you must add and create additional codes (2a, 2b, 2c, etc.) specifying which desired qualifications they did not meet. All these codes should be created using direct language from the advertisement. For example, 2a could mean “Does not meet desired qualification – Strong research agenda as evidenced by major publications,” and 2b) could mean “Does not meet desired qualification – At least 5 years of teaching experience.”

If you assigned a candidate the code “10) Lacks Other Strengths,” in Faculty Search you must add and create additional codes (10a, 10b, 10c, etc.) specifying the strengths they lack. “10” codes are for strengths which were not mentioned in the ad. Be as detailed as possible, assigning candidates more than one “10” code, if applicable. For example, 10a could mean “Lacks Other Strengths – Overlaps too much with fields of current faculty,” and 2b) could mean “Lacks Other Strengths – Presentation skills and quality of presentation lacking during interview.”

56 of 70

Equal Employment Opportunity Survey

ASU seeks to hire the most qualified applicants
Each applicant should be strongly encouraged to fill out the EEO survey to provide information that is used to monitor university equal opportunity and nondiscrimination requirements. This is the only place this information is gathered.
The EEO survey is automatically offered to applicants completing applications through Faculty Search (APARS).
Searches done outside Faculty Search can find the EEO survey at asu.co1.qualtrics.com/jfe/form/SV_3kLYlmgVY2Vfyzb

You will need to provide the applicant the job order number for your position, the job title, and the department name
This information MUST be kept separate from all application materials and is not shared with the search committee

Recruitment Training

57 of 70

Questions?

The Applicant List

Recruitment Training

58 of 70

Recruitment Training

Finishing the Search

Faculty and Academic Professional Positions

References for candidates | Evaluating applicants | Conducting interviews

Inhouse links only:

Master deck https://docs.google.com/presentation/d/1UTBVug8inMi3yfI8LyOUecte8xWdCLlG2PdM9ZIY144/edit#slide=id.g13d19ad34c4_5_3

Subsection #8 used on web

https://docs.google.com/presentation/d/1pIR7khRwO0NZFXA1sghN6QfQ0hHBVWaPOZjgbHqoTgA/edit#slide=id.g13debc97c1a_0_1343

Recruitment Training

59 of 70

Checking references

Reference checks for all applicants or for all finalists can be done at any time during a search.
Applicants should be notified if references are being contacted beyond those provided.
The same basic job-related questions are asked of each reference. You can follow up on statements offered by references to explore what they mean but at minimum, all references should be asked the same questions.

Notes from references are kept with the position file.
A current ASU employee finalist may have personnel file reviewed (e.g. move from asst teaching professor in one unit to asst professor in another).
Direct knowledge includes direct supervision or experience working directly with the applicant.
Unsolicited reference information: Committee Chair must decide whether this information will be shared within the committee.

Recruitment Training

60 of 70

Evaluating applicants

The critical equal opportunity issue is assuring consistency toward the applicants in the review process.

Recruitment Training

61 of 70

Applicants’ actions to support or advance the ASU Charter

Teaching: intentional actions to support learners according to the Charter. These actions may include activities such as revisions to curricula, instructional or pedagogical practices, and inclusive classroom climate, among others.

Examples:

How does the applicant approach the goals of the charter when designing a course?

How does the applicant create a welcoming and inclusive environment in their classroom or lab?

How does the applicant describe the impact of of their teaching on the communities ASU serves?

How does the applicant ensure that course readings and sources reflect multiple perspectives?

Recruitment Training

62 of 70

Applicants’ actions to support or advance the ASU Charter, cont.

Research/scholarship: broadening knowledge and understanding of public value

Examples:

How does the applicant support the goals of the ASU charter in their research and scholarship?

What is the applicant’s experience in conducting research or scholarship in a way that involves and supports students?

Has the applicant’s research or scholarship been shared in a way that promotes public or community benefit?

Recruitment Training

63 of 70

Applicants’ actions to support or advance the ASU Charter, cont.

Engagement or service: involvement with organizations or programs that support the success of all students and/or economic, social, cultural, or overall health of the communities the university serves.

Examples:

Has the applicant participated in service whose goals relate to supporting the success of a student body that includes students from all walks of life?

Has the applicant participated in service that supports communities outside the university?

How will the applicant apply their previous service experiences and knowledge to the position?

Recruitment Training

64 of 70

Evaluating Applicants

In evaluating application materials, the committee as a whole can review applications or fewer members may perform this task.

In all cases, the following guidance applies:

Incomplete applications are not eligible for consideration.
Only the application materials provided are used to determine if applicant meets advertised required qualifications.
Only applicants who meet the required qualifications are eligible for further consideration.
Applicants can be further assessed by the best mix of desired qualifications.
Additional criteria for interview decision may include telephone screenings, reference checks, requests for additional material, etc.

Recruitment Training

65 of 70

Conducting Interviews

Interviews typically involve interactions with multiple employees in a variety of settings.
Administrators or peers inside or outside the hiring unit, internal and/or external constituent groups, students, etc., may participate in the interview process in addition to the search committee and hiring authority.
There is no minimum number of candidates that should be interviewed for a position.
Interviews may be on campus, conducted at some other location, or by telephone.
Develop a variety of methods to assess candidates.

Recruitment Training

66 of 70

Conducting Interviews

Interviews must be consistent.

The interview method and agenda are the same for all candidates.
Internal candidates are treated the same as external candidates.
The same basic set of questions is asked of all candidates.
Committee members should make every effort to attend all interviews.
Appoint a staff member to reach out to ascertain any special requests, including ADA accommodations.

If an applicant requests a disability accommodation to participate in an interview, contact the Provost’s Office

Recruitment Training

67 of 70

Evaluating Applicants

The search committee should generate a list of strengths and weaknesses rather than recommend or vote on a specific hire.

Recruitment Training

68 of 70

Recordkeeping Requirements

All ASU forms, written communications (whether electronic or hard copy), application material, notes, and records related to recruitment for a position (referred to as a “position file”), must be retained by the academic unit for three years from the date of hire.
The following must be submitted to the Provost’s Office in Faculty Search (APARS) within 30 days of the position being filled:

Faculty/Academic Professional Search Plan and Advertisement Copy
The completed Applicant List.
The résumé or curriculum vitae of the person(s) hired.

Recruitment Training

69 of 70

Permanent residency for

academic positions

Contact the International Students and Scholars Office at 480-727-4776 for resources related to hiring international faculty.

Questions about visa status or other immigration related matters should also be directed to that office.

Recruitment Training

70 of 70

Questions?

Basic Guidance and Principles for Searches

Recruitment Training