Management 4340 CRN 41811
Dr. Lisa Burke-Smalley
November 8th, 2018
Group – Robinson, Hall & Reeves
Southwood Case Study Selection Questions
Bullet point the specific strengths and weaknesses of Southwood’s new selection approach?
Selection methods were updated to keep up with trends used in similar organizations and allowed for a more extensive and potentially a better pool of candidates.
A twenty-minute teaching observation enabled the senior teachers to assess candidates; teaching style, teacher/student relationships, innovation in teaching methods, knowledge of the subject, and the ability to engross students.
Students were given a voice by adding student interview panels to the selection process, sending a message to candidates that student roles and opinions were valued.
A more structured approach to both formal and informal interviews was adopted within the new selection approach by adding staff training.
Interview panels met in advance to organize questioning and highlight critical issues that needed to be addressed during the interview process limiting unnecessary and duplicate questioning.
A formal scoring system was added so that at the end of interviews candidates could be scored, providing a more definite outcome about candidates strengths and weaknesses while also providing feedback to unsuccessful candidates.
Internal promotions are encouraged with the implementation of the new selection approach.
All stakeholders can easily follow the selection process.
By implementing additional selection methods it would ensure a broader way of selecting candidates that fit the position offered.
Internal promotions are encouraged but, should be considered the first line of hiring to encourage employees.
Review the following table of potential selection methods that could be used at Southwood. List two bullet-pointed pros and two cons for each method. In the last column indicate whether you would use the selection method and provide a brief explanation.
Selection Method Options Pros Cons Use or not? Why?
Biodata An antiquated term that means resume.
Unique skills of a candidate can be highlighted. Information needs to be checked through secondary sources.
Biodata might request sensitive information on family, background and experiences that could violate human rights. Use:
A good starting point in the selection process.
Biodata methods can be customized to fit the position being filled by Southwood.
EQ Test EQ testing is an unbiased approach with no favoritism involved
Time saving the test can be given to large groups at the same time Can make candidates nervous when taking the test.
Cultural barriers can exist with different backgrounds and languages. Do Not Use:
Testing ranges are too diverse for Southwood.
Structured Behavioral Interview
(continued) Allow interviewer to ask questions that will help find out what skills the employee has.
Bias is reduced because the interview is work related. Some candidates can fake an interview by giving false positives.
Expert interviewers are needed to get the best results. Use:
Structured interviews are a secondary way of verifying or clarifying candidate information.
Flexible and comfortable the for candidate.
Unstructured interviews break the communication gap between the interviewer and the candidate. Higher chance to get diverted from the entire interview.
A relaxed way to get to know candidate on a personable level.
Cognitive Ability Test (Wonderlic) Can be given via paper ; pencil or computerized methods.
Does not require skilled administrators. Severe adverse impact against minorities than other types of testing.
Can be time- consuming to develop. Use:
Wonderlic requires some start-up costs regarding time and effort, but would be an additional easy way of predicting potential job performance.
Teach French Class (Work Sample) You get to see exactly how the candidates would perform in certain work situations.
Research indicates that work sample tests have a high degree of validity in predicting job performance. You will need a skilled observer to make sure the candidate is doing everything right.
These test take longer to review and can usually only be performed one at a time. Use:
Having candidates present a work sample it becomes difficult for candidates to fake job proficiency which helps to increase relationships between scores on the work sample test and performance on the job. A work sample is also a good indicator of student/teacher relations.
Degree, Teaching. License, and Criminal Check
(continued) Specialized knowledge requirements of a particular position, the more critical an applicant’s major field of study is likely to be as a predictor.
A criminal check is an attempt to head off potential problems. The relationship between the field of study and job performance is difficult to assess.
An arrest does not establish that criminal conduct has occurred. Use:
Employment screening is another step to be sure of who is being hired. Verification of credentials could prevent traumatizing current workforce and students and incurring lawsuits.
Write one experience-based and one situational interview question for Southwood to use, and include an interviewer scoring rubric. You must include a credible source that you consulted/adapted for this case.
Tell me about a time in which you witnessed someone – a coworker, student or even a stranger do something wrong, or bend or break the rules?
Describe a situation where you had to collaborate with a difficult parent of a student or colleague?
1= Well Below 2= Below3= Meets4= Exceeds3= Far Exceeds
Question Evaluation Reasoning
Flexibility Problem Solving Teamwork Decision making Initiative Citations for #3
Create an “Authorization to Check References & Release of Claims” Southwood candidates must sign, Include any (credible) source you consult & adapt for this case.
Reference Checking Consent and Authorization Form
I _______________________________ have applied for and have provided information about my previous employment for Southwood School and allow Southwood School to contact my employers for a reference check. The reference check may include any information about my past job performance or performances.
My signature allows my past and/or current employers to release information concerning my employment record, and allow them to access any other information that they may need whether the information is damaging or helpful to the hire. I do not hold any former, current, or Southwood School liable for any information that may arise from giving or receiving access to my records.
I also allow Southwood School to get reach out to past employers in the future if necessary. I understand that continued employment with Southwood School may also be subjected to feedback.
Cell Phone:___________________________ Alternate Phone:___________________________
Citations for #4
After examining the “Structured Reference Information Request” (p.12), research & create a new form, explaining specifically what you deleted, modified, added – and why.
Name of Candidate:___________________________________________________________
Please rate the candidate by checking the appropriate boxes and add a brief rationale for your rating.
Not Acceptable Below Average Average Above Average Exemplary Explanation
Relationship with colleagues
Ability to meet deadlines
Use of IT
Attendance and punctuality
Would you feel comfortable re-employing this person in your organization?
153733578105008515357810500Yes No (If no, please provide details on a separate sheet.)
Was the candidate ever disciplined while employed with your organization?
153860527940008534401778000Yes No (If yes, please provide details on a separate sheet.)
Please confirm your contact information and relationship with the candidate:
Did you know the candidate before they were under your employment?
153860515240008521701270000Yes No (If so, please disclose how.)
Please return this completed form by e-mail to [email protected] Explanation:
We began by giving the former employers more options to rate the candidate other than the original “1, 2, or 3,” so, we decided to change it to “Not acceptable, Below average, Average, Above average, and Exemplary.” We felt that this gave a more in-depth look at what the former employers thought of each attribute the candidate possesses. On the previous form, “slightly below average” and “does not possess” would be grouped together in the “1” answer, making it difficult for the Southwood employee to interpret. The second change we made was removing “relationship with students” as a question. We chose to do this because we felt that the original question wasn’t necessarily relevant to what we were looking for and that it was also slightly inappropriate. The third change we made was removing “examination results” as a question, feeling that it wasn’t a fair question for the candidate. We do not know how diligent the examinations were, what questions were asked, or what tasks they were required to complete. This lead us to feel that it was unfair to collect this information because it may stick in the back a Southwood hiring managers mind but may be invalid. The fourth change we made was on the second question, changing it from “Would you re-employ this person in your organization in the future” to “Would you feel comfortable re-employing this person in your organization?” We felt this change was necessary because it seemed like the original question was putting the former employer in a place where they would feel they were making a decision for the future instead of just offering their opinion. The fifth change we made was completely removing the third question and replacing it with a question that we felt would give us a less opinionated response, compared to the original. The final change we made was to the “How do you know the candidate” question. We felt that the question would provide us with useful information, but we wanted to be more specific. So, we changed question to “Did you know the candidate before they were under your employment? If so, please disclose how?” We felt this kept former employers who might be related/friends with the candidate from giving vague answers and giving false references.
How would you advise Southwood involve students in:Giving tours – Allowing Southwood students to give tours to candidates is a useful tool in the selection process. Student lead tours is a more relaxing setting for candidates to ask questions and get a student’s perspective. Student lead tours is also an additional way to connect with students. Student involvement, both sends a message to student and candidates that the roles and opinions of students are valued and that it is an integral part of Southwood’s culture. We advise Southwood School to keep/incorporate student lead tours.
Participating as panel interview members – Adding students to the interview panel is a way to let student and candidates know that student opinions matter. A student perspective would be an added advantage to the principal and other teachers. Some training would be needed so that students do not potentially ask discriminatory or repetitive questions. Participating students would also have to understand discretion and that information learned in the interview process must not be discussed with other
students. Student participation is also a possible way students can gain valuable skills. Student participation in panel interviews would be advisable; depending on the position being filled by Southwood School and training of students.
Participating in the teaching work sample – A brief teaching session while being observed by a senior teacher and students is a great way to assess additional information. Senior teachers are given the chance to see interaction with students, delivery style, teaching style, subject knowledge, communication skills, and the candidates’ ability to engage students. Candidates get a more in-depth feeling of what teaching at Southwood would be like when providing a work sample. A work sample is one of the best selection method options for Southwood School.
After examining the “Timetable and Activities” (pg.9), design a new timetable, explaining each change you made and why (e.g., order, length of each component/the day, redundancy, rest break).
Southwood Selection Day Timetable
Time Event Location Participants
9:30a.m Welcome to Southwood School Staff room Human Resources Manager
10:00 – 10:30a.m Tour of campus Student led
10:30 – 10:45a.m Refreshments, potential meet ; greet Staff room All available staff
10:45 – 11:45a.m Structured interview Principal’s office Principal & Human Resources Manager
11:45a.m – 12:30p.m Lunch School cafeteria 12:30p.m -1:30p.m Work sample Classroom 104 Students & Department Head Teacher
1:30p.m – 2:30p.m Unstructured interview Office 204 Staff & Student Panels
2:30p.m – 3:00p.m Q & A session HR Mangers office Human Resources Manager
Our group’s goal was to make the day a little shorter for candidates and Southwood’s current staff. We did this by starting the day a little later than the original timetable allowing current staff and student to begin their day. We also combined the staff and student panels for an unstructured interview rather than two separate interviews as in the original timetable. Our group also wanted to trim down the time the principle was involved in the day’s timetable, so we had the Human Resource manager handle the “welcome” part of the day.