Government use of the Structured Interview

Federal and State Governments Use Structured Interview

The United States Office of Personnel Management and the United States Postal Service have extensive documentation and systems in place using behavior profiling tools and structured interviews. Many states have modeled their own hiring selection processes after the Federal model, for example Arizona:

…the unstructured interpersonal interview can be one of the most unreliable and invalid methods of selection available”

Arizona Government Human Resources Division

And straight from the Federal Government’s manual:

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Excerpted from The United States Office of Personnel Management:

Structured Interviews, A Practical Guide

Structured vs. Unstructured Interviews

Employment interviews can be either structured or unstructured. Generally speaking, structured interviews ensure candidates have equal opportunities to provide information and are assessed accurately and consistently.

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How To Hire The Best Teachers

Teachers are the key

Student experience and learning

Research has shown again and again that the single most important element in student success is effective teachers. Additional research has identified behavior themes that are common to effective teachers.

See: Impact of Teacher Effectiveness on Student Achievement

http://www.targetsuccess.biz/wp/the-impact-of-teacher-effectiveness-on-student-achievement/

See: Behavior Characteristics of Effective Teachers

http://www.targetsuccess.biz/wp/the-importance-of-hiring-only-the-most-talented-teachers-2/

Positive and effective school culture

Teachers are the backbone of a school so it follows that a culture of excellence and supporting excellence in teaching is driven by the teaching staff in collaboration with administration. Positive and effective culture depends on quality teachers and effective leadership.

Problems with traditional hiring approaches

The “traditional” approach to hiring can take any number of forms but generally includes ideas like

  • Hiring people you know
  • Hiring referrals
  • Extensive interviewing

Unfortunately, in most cases, these are very subjective processes and tend to focus on selecting for reasons that are not tuned to finding the BEST teacher candidates regardless of where they come from.

What most leaders don’t know, yet should know, is what happens in the traditional hiring process. Continue reading

Traditional teacher qualifications have little influence on classroom achievement

Teacher experience and education level are characteristics are commonly assumed to correlate with greater teacher effectiveness.

However, when researchers analyzed student achievement data along with teacher qualifications, they found that a five-year increase in teaching experience affected student achievement very little — less than 1 percentage point. Similarly, the level of education held by a teacher proved to have no effect on student achievement in the classroom. These findings have implications for the way in which teacher quality and effectiveness should be assessed and valued by a school district. Continue reading

Problems with Traditional Hiring Approaches

The “traditional” approach to hiring can take any number of forms but generally includes ideas like:

  • Hiring people you know
  • Hiring referrals
  • Extensive interviewing

Unfortunately, in most cases, these are very subjective processes and tend to focus on selecting for reasons that are not tuned to finding the BEST teacher candidates regardless of where they come from.

What most leaders don’t know, yet should know, is what happens in the traditional hiring process. Continue reading

The Impact of Teacher Effectiveness on Student Achievement

Impact of Teacher Effectiveness on Student Achievement

The work of Bill Sanders, formerly at the University of Tennessee’s Value-Added Research and Assessment Center, has been pivotal in reasserting the importance of the individual teacher on student learning.4  One aspect of his research has been the additive or cumulative effect of teacher effectiveness on student achievement. Over a multi-year period, Sanders focused on what happened to students whose teachers produced high achievement versus those whose teachers produced low achievement results. He discovered that when children, beginning in 3rd grade, were placed with three high-performing teachers in a row, they scored on average at the 96th percentile on Tennessee’s statewide mathematics assessment at the end of 5th grade. When children with comparable achievement histories starting in 3rd grade were placed with three low-performing teachers in a row, their average score on the same mathematics assessment was at the 44th percentile, an enormous 52-percentile point difference for children who presumably had comparable abilities and skills. Elaborating on this body of research, Dr. Sanders and colleagues reported the following: Continue reading

The Structured Interview: What and Why

Also called “Structured Behavioral Interview,” “Pattern Interview,” “Quantitative Interview,” the Structured Interview is a process of interviewing that uses a set of carefully designed scripted questions and highly specific guidelines for interpreting candidate responses.

The “structure” of the interview itself is in both the exact content and order of the questions and in the interpretation and analysis of responses.

The Structured Interview analyzes behavioral characteristics to predict which candidates are most likely to be successful.

Behavioral attributes focused on closely align with accepted standards such as the ISLLC “dispositions” that define behavioral characteristics associated with excellence in teaching.

 

We know you are committed to excellence! Let us help.

Click HERE for:

  • FREE 60-day access to our online Teacher Selection Sketch (questionnaire-based predictive behavior profiling tool)
  • FREE 60-day access to the Posting Manager tracking and reporting system
  • Personalized introduction and tour of the Structured Interview online training and management system

 

Corporate America and the US Federal Government understand the importance of screening and profiling tools such as our Structured Interview and Screening Sketch.

Structured Interview Transforms Organizations!

Reasons to to implement structured interviews in your hiring process:

  • Control bias and subjectivity
  • Increase consistency
  • Maximize fairness
  • Minimize hiring mistakes
  • Predict excellence
  • Build culture of excellence
  • and more

Continue reading

Interested In A Better Way To Sort Applications?

Our mission is to assist organizations in identifying,
    selecting and developing the most talented employees.

Man and stack of resumes

 

Consider using the effective, efficient and affordable online screening Sketches created by TargetSuccess.

 

 

WHAT IS A SCREENING SKETCH?

A screening Sketch is a forced choice online survey taken by each applicant. Each Sketch measures an applicant’s fit based on a set of research based excellence attributes for each specific job category. A numerical score is produced and allows the hiring organization to easily see how an applicant compares to all other applicants for a specific job. Sketches are available for: Teacher, Administrator and Classified Support Staff. For more information and DEMO Sketch visit www.targetsuccess.biz

WHAT IS THE COST (annual subscription)?

Teacher and Support Staff Sketches each:

ADA up to 1,500= $400.00

Above 1,500 ADA = $400.00 plus .10 cents per additional ADA

Principal/School Leader Sketch:

Quarterly (90-day) Subscription: $300 plus $0.7 per ADA above 2,000

Annual Subscription: $400 plus $0.13 per ADA above 1,500, 0.05 10,000+

INTERESTED IN A BETTER WAY TO SELECT FINAL APPLICANTS?

WHAT IS TARGET INTERVIEW?
Target Interview is a structured interview that provides an objective means for the final
selection of the most talented applicant. Each interview is based on a set of attributes consistent with high performers in a specific job. When used by trained practitioners, in your district, these interviews produce data that create a foundation for making solid, objective predictions of how the interviewee will likely perform in a specific position.

WHAT IS THE COST ?
$950.00 per training participant (Includes all materials). Certified Coders (those who have completed the training) can perform unlimited interviews.
We offer training conveniently online.

 

For More Information Contact:

www.targetsuccess.biz
info@targetsuccess.biz
(831) 607-9478

TEN THINGS GREAT ORGANIZATIONS DO

What makes a company GREAT

            1. Select people who have the capacity to move the organization to greatness
            2. Clearly articulate the purpose of the organization
            3. Create a shared vision that is compelling for all stakeholders
            4. Embed purpose, vision and goals holographicly into the total system and its parts
            5. Relentlessly pursue goals while remaining flexible to changes in the environment
            6. Emphasize continuous learning for all
            7. Demonstrate empathy for all stakeholders
            8. Build a culture that is both tight (directed) and loose (autonomy)
            9. Disperse leadership into all levels of the organization
            10. Commit to helping improve the world

 

Copyright by TargetSuccess, Inc 2013

Practical Leadership Development

What happens here can transform

By   Pete Pillsbury

All too often the focus in leadership training or development courses is on learning about research on effective leadership and various theories of leadership; participants are likely to walk away with more clarity on the concepts of effective leadership and greater understanding of the research and theories of leadership. However, they are mostly left on their own to figure out what these concepts mean personally and how they are translated into effective leadership behaviors on the job.

Recognizing this behavioral gap, TargetSuccess set out to develop leadership training that was light on research and concepts yet heavy on practice of behaviors. Light on research or concepts does not mean that research and concepts are not important. In fact, they are of critical importance, and we cite the sources of our research for those who wish to delve deeply into the theoretical side. However, we believe; that busy leaders trying to be effective in the daily whitewater of leadership, like yourself, do not have time to discuss the latest leadership theory. Therefore, in our leadership development courses, we have done the research for you. We have formulated the concepts consistent with what other leaders in the field have found and for which there is near universal agreement. This means that participants in our leadership development courses do not have to spend valuable time listening to the research and theories behind the concepts. Rather, they can focus on practice and behaviors which will strengthen their day to day leadership. Continue reading

Letter To An Assistant Principal

Leadership

Dear friend,

Thanks for the email letting me know that you’d been appointed as an assistant principal. Congratulations! I am not surprised that you’ve been given responsibility for discipline, and I was delighted that you asked me for some ideas as you start this new position.

As you know, I have been observing assistant principals and other school leaders for quite some time. It seems that assistants are usually given jobs like discipline and/or supervision of classified staff. In comparison with the bigger picture of educational leadership, being responsible for discipline or classified staff may not seem very important, and it’s tempting to take on the attitude that this lowly assignment is something that everyone has to endure on their way to being a principal–like an initiation or right of passage. This attitude blinds one to the leadership opportunities in these seemingly lowly assignments. I’d encourage you to avoid this “rite of passage” attitude and become a leader in the area of discipline. Don’t just endure—LEAD! Continue reading