Inclusive Search and Recruitment Guide
FOR FACULTY
EXECUTIVE SUMMARY
SECTION ONE: BUILDING A FOUNDATION FOR RECRUITMENT (pg.1)
Prior to recruitment it is important to examine current culture and processes to ensure a climate exists where all identities will be respected and have a voice.
SECTION TWO: BUILDING BLOCKS FOR A SUCCESSFUL RECRUITMENT PLAN (pg.2)
Ensuring the search committee has a proper foundation in search and recruitment practices will promote a more equitable process. Tips are also provided for preparing the job posting to attract a broad candidate pool and marketing the position are highlighted as an important step.
SECTION THREE: CONDUCTING A SUCCESSFUL SEARCH PART ONE: SCREENING APPLICANTS (pg.4)
An equitable and fair process for reviewing applicants and selecting candidates is outlined. An important step is understanding our own biases and taking conscious steps to eliminate bias in our processes where possible.
SECTION FOUR: CONDUCTING A SUCCESSFUL SEARCH PART TWO: TIME TO INTERVIEW (pg.6)
Inclusive, consistent, and equitable interview and evaluation practices are outlined to be followed for all candidates.
SECTION FIVE: COMPLETING A SUCCESSFUL SEARCH AND EVALUATING THE PROCESS (pg.8)
Taking the time to evaluate outreach efforts at the conclusion of each search is imperative. By doing so, we can avoid unnecessarily devoting resources to efforts that have not proven fruitful and can share information about outreach efforts that have brought success.
BUILDING A FOUNDATION FOR RECRUITMENT
Benefits of Diversification of Faculty and Staff
While it is important to have the desire to recruit a more diverse faculty and staff, it is critical to first understand the “why” behind the desire. There are numerous benefits to having a more diverse workforce, including, but not limited to:
▪ Exposure to more varied viewpoints, knowledge and understanding
▪ Enhanced cognitive complexity
▪ Development of a culture that enhances self-confidence, motivation, and education aspirations
▪ Provide a more accurate reflection of the community we serve, ultimately leading to better care outcomes
▪ Drive excellence in research through varied experiences, interests and promoting trust with research participants
▪ Organizations with increased cultural and ethnic diversity are more likely to have increased profitability and productivity (McKinsey and Company study, AICPA)
“We aspire to build a medical campus community that thrives on diversity, equity, inclusion and community engagement; strives to eliminate social injustices and health disparities through measurable commitments, strategic, systemic and sustainable systems of accountability; and demonstrates trust and respect for ALL through inclusive practices and policies.”
Plan for Recruitment
Evaluate specifically how to operationalize the commitment to Diversity, Equity, and Inclusion through the University of Colorado School of Medicine.
Here are some ideas on where to begin:
▪ Clearly articulate the “how” and “why” behind diversification of faculty
▪ Evaluate team to understand current state. What perspectives and experience are present? What additional perspectives and experience would the team benefit from?
▪ Use available data (team member experience survey, SOM climate survey) to assess readiness and potential to be inclusive of diverse and underrepresented team members
▪ Partner with Department of Pediatrics diversity leadership team to develop a plan to address any needed structural changes and provide education where necessary
▪ Utilize active recruiting strategies on an ongoing basis. This includes establishing a pipeline of potential graduate students, residents, fellows, and faculty members
▪ Seek out and establish connections and collaborations at other institutions with diverse students and faculty members
▪ Track alumni from graduate programs and provide outreach to share potential opportunities within the Department of Pediatrics, University of Colorado School of Medicine.
13123 E 16th Ave, Aurora, CO 80045 720-777-1234 | childrenscolorado.org
BUILDING BLOCKS FOR A SUCCESSFUL RECRUITMENT PLAN
Convene a Search Committee
A search committee plays a vital role and provides consistency while navigating recruitment. Search committee members should be ready and willing to participateintheprocesstoproactivelyrecruitand diversify the applicant pool.
Having a committee execute the recruitment plan and engage in the candidate screening process provides additional checks and balances and dimension to committee discussions.
Searchcommitteesneedtoensurecompliancewith federal Affirmative Action regulations as well as thecombinedfederal,state,andlocalemployment regulations. These regulations include purposeful recruitment of qualified women, minorities, veterans, and individuals with disabilities; as well as the fair treatment of applicants, preventing unlawful discrimination.
Some best practices for an inclusive search committee include:
▪ Diversify the search committee with representation of faculty with varied identities and subject matter expertise, as well as campus partners committed to diversity and inclusion work and members representing the department and the University as a whole.
▪ Diversify the search committee with representation of faculty with varied identities and subject matter expertise (e.g., Completed DHEI training such as Captains of Inclusion program), as well as campuspartnerscommittedtodiversityand inclusion work
▪ Consider asking faculty and staff from other departments to serve on the search committee, as well as trainees who represent diverse values and perspectives. Include committee members who will serve as advocates for underrepresented and/or underserved communities. If applicable, consider inviting a community member to participate on the search committee. Be mindful of overburdening committee members with heavy clinical service loads.
▪ Establish the recruitment and/or search committee’s charge and reiterate the importance of diversity and inclusion within the department as well as within the context of the campus at large.
▪ Invite a member of the Department of Pediatrics Diversity and Inclusion Committeetoadvisethe committeeon best practices in recruiting diverse candidates throughout the search process and to be a part of the post-search report process.
▪ Meet with section colleagues and other invested individuals to review the needs for the specific recruitment, to determine which skills, knowledge and perspectives are missing within the current team, and to develop specific goals for the recruitment process.
▪ Articulate goals and values clearly, such as maintaining equitable search practices, emphasizing diversity and excellence as compatible and simultaneous goals, and establishing plans for actively recruiting a diverse candidate pool.
▪ In addition to the required search committee training, consider having all committee members complete one or more of the Harvard Project Implicit online assessments and provide a reflective group discussion opportunity afterwards.
13123 E 16th Ave, Aurora, CO 80045 720-777-1234 | childrenscolorado.org
▪ Developrealisticexpectations,timelineand commitment for recruitment and be clear about the committee’s role in the recruitment process.
Forming a variation of a search committee is recommended for every open position, including those outside of leadership that require a formal search committee. This can look different depending on the specifics of the search. Some alternate ideas include forming a small group to review all the applicants and recommend those that are moved forward to interviews or designating a small team to participate in a round of virtual screening with candidates. Each of the above recommendations are relevant for all searches.
Prepare Job Posting
▪ Job Advertisements or Postings are often the first communication with potential candidates.Thelanguagewithintheposting should reflect the Department of Pediatrics commitment to diversity and inclusion and be clear that that the Department seeks candidates whose research, teaching, or service has prepared them to contribute to a diverse and inclusiveworking and learning environment
▪ Include in the job description that qualified candidates must have experience teaching or working with diverse populations; examples might include mentoring activities, research interests, committee service, courses taught, recruitment and retention activities. Weave the importance of diversity throughout the job announcement
▪ Use inclusive, unbiased, and ungendered language in the posting. Utilize tools, such as this gender decoder to verify the job posting is not using language that is appealing to one gender over another
▪
Consider possible implications of the job description that may exclude applicants. The Department of Pediatrics Diversity and Inclusion Committee is available to review and help to ensure the language used attracts broad candidate pool.
Develop a Recruitment and Outreach Plan
Development of a robust recruitment and outreach plan ensures a more diverse candidate pool. It is not enough to simply post a job to the CU Careers page and wait on applicants to find us. A plan to strategically market the position will ensure a broad net is cast.
Here are some tenets of a recruitment plan to reach prospective candidates:
▪ Conduct expansive outreach using multiple approaches, such as sharing the advertisement within the Section, the Department and across campus as appropriate, publicizing widely, and extending personal invitations to diverse candidates. *
▪ Encourage each search committee member to reach out to prospective candidates. This can include sending job postings personally to colleagues who are prospective candidates or even picking up the phone to encourage colleagues to look at positions.
▪ Advertisetocolleagues,expertsinthefield, and universities/colleges the department has not reached out to previously (such as historically Black Colleges and Universities, and Hispanic Serving Institutions).
▪ Recruit at national meetings, via professional publications, and email lists serving the position's discipline.
▪ Contact Department of Pediatrics alumni and encourage them to apply and/or to share the posting with others in their network.
13123 E 16th Ave, Aurora, CO 80045 720-777-1234 | childrenscolorado.org
▪ Post the position to affinity group networks or associations. (i.e.: National Hispanic Medical Association). Consider journals, conferences, newsletters, and/or directories of prestigious fellowship programs that support diverse individuals.
▪ If members from underrepresented and/or underserved groups have been selected from recent recruitment efforts, consider asking the individuals and the committee what worked well throughout their recruitment.
▪ A recruitment plan that is well carried out may require a financial investment.
*Keep in mind that reaching out is an invitation to apply it does not mean special consideration in the hiring process. This practice is legal and ethical if promises of employment are not made.
CONDUCTING A SUCCESSFUL SEARCH PART ONE:
SCREENING APPLICANTS
Implicit Bias
Although we may believe that we are objective professionals who are able to evaluate candidates based entirely on merit, the quality of their work and the nature of their achievements, an enormous body of research has shown that each of us brings with us a lifetime of experience and cultural context that shapes the way in which we evaluate other individuals.
A first step toward ensuring fairness in the applicant screening process is to recognize that implicit biases, attitudes, and other subconscious influences not related to the candidate qualifications, contributions, behaviors, and personalities can influence our evaluations of them.Inadditiontorecognizingwhereimplicitbias may impact our view of applicants, it is also important that we mitigate psychosocial and organizational barriers, myths, assumptions, and cognitive biases to avoid the perpetuation of social stereotypes and privilege.
The Power of Implicit Biases
▪ Such biases are pervasive
▪ Biases can occur even when there is no intent or motivation to be biased (and in fact the perceiver might be horrified to realize the bias)
▪ Biases are a product of what are otherwise very normal cognitive processes essential for navigating a complex environment
▪ Biases derive from expectations or learned associations based on our “models” of the world
▪ Simply talking about bias is often insufficient for eliminating its influence
Personal Practices That Can Minimize the Impact of Implicit Bias
▪ Reflect on impressions. The greatest amount of bias occurs in the early stages of the “acquaintance process”
▪ Run “mental simulations” evaluating a candidatebysubstitutingadifferentgender or ethnicity into the materials and considering whether this changes the narrative that has been constructed about the candidate, credit for their work, probability of future success, etc.
13123 E 16th Ave, Aurora, CO 80045 720-777-1234 | childrenscolorado.org
▪ Haveacommitteediscussionbeforestarting the interview process regarding ideas and words such as: “fit,” “gut feeling,” “I could see myself working with this person,” etc. These terms/ideas need to be carefully examined to determine if they apply to job related criteria before making decisions about candidates
▪ Planforhowsituationswillbehandledwhen it is recognized that bias is at work
▪ Identify one thing in common with a candidate when reviewing their background and then re-review their materials
▪ Focus solely on relevant or diagnostic cues –using agreed upon specific concrete procedures for reviewing candidates before reviewing them
▪ Create a culture of pointing out bias or the potential for bias. Encourage everyone to take part in recognizing and pointing out potential bias and value them for doing so
▪ Slow down decision-making to create more opportunity for identifying and interrupting bias
▪ Make decisionscollectively (when appropriate and possible)
Mitigate Systemic and Organizational Barriers
Prior to the Application Review
Barriers include, but are not limited to:
▪ Messages that devalue and delegitimize applicants such as dismissing researchers who conduct research and publish on underrepresented communities
▪ Unequal callback rates during the process leading up to interviews based on the presumed race/ ethnicity or gender of applicants
▪ Beliefs about child-rearing or family responsibilities affecting research or professional activities
▪ Assuming candidates will only be interested in research or professional activities tied to their identities
▪ Opinions that only candidates from highly ranked programs are worthy of consideration
▪ Tendency to make inferences based on personal values and preferences such as rating people who are like the interviewer higher than those who are least like the interviewer
▪ Channeling self-fulfilling prophecy where interactions with the candidates are structured to support assumptions and myths, such as setting up the interviews so that some candidates are highlighted in more positive ways
Determine Screening Criteria
Agreeing on screening criteria prior to reviewing applicants will enhance the ability to be consistent and objective. Utilizing consistent criteria provides a foundation to identify top candidates more accurately. When screening applicants, it is important that identical criteria are applied to all applicants, and that these criteria are consistently assessed for all applicants.
In addition to defining the knowledge, skills, and abilities of desirable candidates, it is also helpful to be specific and define terms and ideas related to the qualifications. Discuss if success in the position requires specific clinical, teaching, or research experience, a particular number of publications or activity in preferred journals. It is importantforallmembersofthesearchcommittee to apply the same standards to all applicants. Interpretation of potentially vague terms isan area wherebiascaneasilyentertheprocess.Ensurethat expectations are not set that will unintentionally screen out particular groups of people.
13123 E 16th Ave, Aurora, CO 80045 720-777-1234 | childrenscolorado.org
Defining terms can help mitigate unconscious bias by highlighting subjective interpretations and differences based on one’s own lens. Common words and phrases that are helpful to define include:
Excellence
Expertise
Demonstrated Experience
Potential
Successful Record
Outstanding Scholar
To assist in the process of determining which applicants meet the minimum and preferred qualifications, utilize an Application Review Matrix provided by Human Resources unique to each posting.
When possible, consider interviewing more than one person from an underrepresented group, as research shows that interviewers more fairly evaluate candidates when there is more than one candidatefromanunderrepresentedbackgroundin the pool.
CONDUCTING A SUCCESFUL SEARCH PART TWO: TIME TO INTERVIEW
Utilize Inclusive Interview Practices
▪ Communicate realistic expectations and timelines for candidates regarding what their interview process will entail
▪ Be hospitable, friendly, relational, and considerate
▪ Use consistent language in how each candidate is greeted and introduced by title. For example, consistently use either “Dr.” or a less formal first name with each candidate, regardless of identity
▪ Avoid scheduling interviews on religious holidays and holy days
▪ All applicants invited to interview must have equal opportunity to succeed in the interview process, including applicants who may need accommodations. It is important to remember accommodations may not be limited to those with disabilities (for example a breastfeeding mother may need to pump). Here is sample language to use: “We provide reasonable accommodations to all applicants. If you need an accommodation during the interview process, please let us know at your earliest convenience so that we may make arrangements in advance of your interview.”
▪ Be open to a variety of cultural differences in body language and verbal and nonverbal communication (eye contact, use of pauses, etc.). There are many cultural cues that candidates use as a sign of respect that may differ from one’s own understanding. Being mindful of this ahead of time will allow the committee to be open and to focus on the interview responses
13123 E 16th Ave, Aurora, CO 80045 720-777-1234 | childrenscolorado.org
▪ Allow for silenceintheinterview. Thisgives candidates time to formulate more robust responses and accommodates a variety of styles
▪ Approach the interview in a professional manner, give full attention to and focus on topics relevant to the candidate
▪ Ensure candidates havean identified search contact. Applicants often have questions about the department, spousal hires, area schools, things to do in the area, special personal interests, etc.
▪ Allow all candidates the opportunity to engage with others outside the search committee and department with respect to campus climate and culture. Define for interviewees outside of the search committee what their role is in the process and why they are being asked to meet with the candidate
▪ Plan for candidates to spend part of their interview away from campus and/or take part in a real estate tour to get a sense of the community. Be thoughtful in choice of real estate agent, as this individual has an opportunity to influence impressions of the local community
Establish Interview Questions
Develop a consistent set of interview questions for each candidate utilizing inclusive language and questions. Competency and behavior-based interviews are more likely to yield a strong pool of diverse candidate and allow insight into how candidates might perform on the job by probing how they approach problems. Here are some sample interview questions to get started:
CHCO Faculty Leader Interview Question Bank and Sample Faculty Interview Questions
For any question asked of acandidate, everyoneon the search committee should be clear on why the question is being asked and how it is related to job qualifications
In addition to role specific questions, each candidate should be asked at least one question related to their commitment to diversity and inclusion. Here is a list of suggested DI interview questions to get started. This rubric will help to evaluate a candidate’s answers to DEI Interview questions.
Probe for examples such as the following:
▪ Prior methods to address diverse learning styles
▪ Commitment to understanding and addressingbarriersfacingunderrepresented groups
▪ Experience serving andmentoring underrepresented populations
▪ Contributionstoanareaofprimaryresearch in promotion of health equity
▪ Communication and collaboration among diverse communities such as community engagement, interdisciplinary collaborations, and experience working with underrepresented communities
Consider asking one final question to all candidates: "Is there anything we haven't asked that you'd like to tell us?" This gives the candidate the opportunity to share information that is relevant to their qualifications that may not have been considered.
Some questions are not appropriate to ask during an interview, including questions that require an applicant to reveal any protected characteristics. Characteristics protected by University policy include race, color, national origin, pregnancy, sex, age, disability, creed, religion, sexual orientation, gender identity, gender expression,veteranstatus,politicalaffiliation,and political philosophy.
13123 E 16th Ave, Aurora, CO 80045 720-777-1234 | childrenscolorado.org
Candidate Evaluation and Rating
It is critical the entire search committee is aligned when evaluating the candidate. When subjectivity and inconstancy is present bias can easily be introduced to the evaluation process as each interviewer likely has their own idea of how they hope the candidate will respond.
Candidate evaluation criteria should directly tie back to the knowledge, skills, and abilities that were determined to be desired for the role per the jobdescription(seeConductingaSuccessfulSearch Part One: Screening Applicants section).
Each interviewer should have a copy of the evaluation format ahead of the interview. This helps to ensure that each interviewer is measuring candidatesaccordingtothesameobjectivecriteria and avoid allowing bias to impact evaluation. Here is a sample evaluation tool that can be customized for each role.
Internal Candidates
Internal candidates should be provided with the same questions, assessments, and evaluations as externalcandidates. It isnot uncommon towant to grantinternalcandidatesaninterviewasacourtesy rather than their standing among the other candidates.Itisnotrecommendedtoofferinternal interviews if a candidate is not among the most qualified for the position. Internal knowledge is valuable and should be considered as part of one’s qualifications.
SECTION FIVE: COMPLETING A SUCCESSFUL SEARCH AND EVALUATING THE PROCESS
Candidate Selection
Choosing the right individual for an open role can often feel like a difficult choice. Here are some steps that may assist in the decision-making process:
▪ Collectandreviewfeedbackfromthosewho met with or interviewed candidates
▪ Look back on the job posting as a reminder of the original goals and desires for the position
▪ Reflect on what you have learned about each candidate’s skills, experience, and personal qualities from their CV/Resume, interview process, reference checks or letters of recommendation
▪ Consider culture “add” versus culture “fit” by evaluating the ways in which each individual candidate might add value to the existing team and positively contribute to the culture instead of simply fitting in
Evaluate Search Efforts
It is important that we take time to evaluate the outreach efforts at the conclusion of each search. By doing so, we can avoid unnecessarily devoting resources to efforts that have not proven fruitful and can share information about outreach efforts that have brought successful candidates. This evaluation will allow adjustments for future searches and create the most inclusive hiring process possible.
13123 E 16th Ave, Aurora, CO 80045 720-777-1234 | childrenscolorado.org
Consider the following steps to evaluate the search process:
▪ Conduct a thorough and transparent debrief with the committee after the recruitment process concludes to identify what went well and opportunities for improvement
▪ Document how the committee actively recruited members from underrepresented and/or underserved communities, as well as details about the applicant pool and overall recruitment process
▪ Compile best practices and opportunities for improvement to share with future search committees
▪ Reach out to candidates to gather feedback about their interview experience. For those that did not accept an offer, probe for additional details. What can be improved for future searches? Consider using a member of the Diversity and Inclusion Recruitment and Retention sub-committee to speak with candidate
Document the Search Process
In order to comply with federal regulations, it is imperative that every search is promptly and accurately documented. For each applicant to a given requisition that was not hired, there must be documentation that states: (1) at what stage the applicant was eliminated from the process, and (2) why the applicant was eliminated.
Notify Candidates and Internal Parties
TheSearchCommitteeChairorhiringleadershould notify all candidates by phone or email of their statusafterthesearchisconcluded.Itispreferable to notify candidates throughout the process when they are no longer being considered to prevent applicants from having to wait weeks or months. For applicants that are highly qualified but not chosen for the position, end the search on a positive note leaving the option for potential opportunities in the future.
Consider which local and institutional parties should be made be aware that a candidate was selectedfor thepositionand ensure an appropriate communication planis inplace. This shouldinclude informing impacted campus partners and future colleagues.
13123 E 16th Ave, Aurora, CO 80045 720-777-1234 | childrenscolorado.org
Information in Toolkit Gathered From:
RESOURCES
University of Colorado Office of Equity Resource Toolkit
University of Colorado Boulder, Diversity Search and Hiring
CU Anschutz Central Office of Diversity, Equity, Inclusion, and Community Engagement
University of Texas at Austin, Inclusive Search and Recruitment Toolkit
Additional Resources:
AAMC Unconscious Bias Resources for Health Professionals
AAMC Proceedings of Diversity and Inclusion Innovative Forum: Unconscious Bias in Academic Medicine
AAMC Definition for Underrepresented in Medicine
Gender Language Decoder in Job Ads
10 Ways to Remove Gender Bias from Job Descriptions
LinkedIn Learning: Online Courses for Creative, Technology, Business Skills (access to courses available for free through university)
Project Implicit: Implicit Association Test
CHCO Cornerstone Course: Effective and Inclusive Recruiting
13123 E 16th Ave, Aurora, CO 80045 720-777-1234 | childrenscolorado.org