Faculty Selection
Description of the process
1. The application process would begin by placing a job rec out in order to receive applications from
those seeking a teaching position at James Madison University. This posting will be present on a
number of sites such as Facebook, LinkedIn or conferences specific to the field in which the job
is relevant, and a number of other APA related sites. Additionally, this post will be emailed
through the listserv for the Society for The teaching of Psychology Diversity-Teach link. After a
set amount of time, about 8 weeks, then the process of screening resumes for eligible candidates
will begin. After an initial screening to get rid of obvious candidates who are not a good fit for the
job we can begin evaluating candidates based off our predictors we have decided (decide what we
want to do). Once we have a smaller selection pool to work from based off the predictor criteria,
the process of phone interviews can begin followed by an in person interview of the candidates
who were thought to be a good fit after the phone interview. Lastly a committee can evaluate the
potential candidates that are left and are well liked and fit all/most of the criteria until a decision
can be made and a position can be filled. Based off information provided to us, we would expect
this process to take a couple of months from start to finish with anywhere from 50-150 applicants.
Selection Procedure
2. First screening: throw out applicants without a PhD from an APA accredited university in the
field in which the job is in. If we are to have the maximum amount of applicants we will take
(about 150), this should bring our applicants down to about 75.
a. Without APA accredited university experience there are no set standards for requirements
needed to be able to graduate
b. Those without a PhD will not have the appropriate experience to flourish in a faculty
position.
Second screening: checking to see if their prior knowledge directly applies to the job they are
applying to. See if their research areas and experience correlates with the schools. If we are to have the
maximum amount of applicants down to about 15.
a. Knowledge of the subject: look at their background and see what courses and experience
they have and if it is relevant to the job requirements
b. Past work experience: what previous jobs have they had in this field/prior college
teaching experience
c. Prior research and scholarship experience with a continued interest in research that could
involve students as well
d. Prior work that may be helpful once hired such as ability to pull in external funding for
new research, or abilities to help in other areas of the department.
Third screening: contact references about applicants and also hold brief phone interviews with
each one. This will take the application pool down to 5 applicants.
Fourth screening: in-person interview, based off of this the school will decide which one
applicant they want to offer the job position to.
KSAOs
1. Knowledge
a. Psychology Knowledge of human behavior and performance; individual differences in
ability, personality, and interests; learning and motivation; psychological research
methods; and the assessment and treatment of behavioral and affective disorders.
b. Education and Training Knowledge of principles and methods for curriculum and
training design, teaching and instruction for individuals and groups, and the measurement
of training effects.
c. Sociology and Anthropology Knowledge of group behavior and dynamics, societal
trends and influences, human migrations, ethnicity, cultures and their history and origins.
d. Mathematics Knowledge of arithmetic, algebra, geometry, calculus, statistics, and
their applications.
e. Computers and Electronics Knowledge of circuit boards, processors, chips, electronic
equipment, and computer hardware and software, including applications and
programming.
f. Philosophy and Theology Knowledge of different philosophical systems and religions.
This includes their basic principles, values, ethics, ways of thinking, customs, practices,
and their impact on human culture.
g. Sociology and Anthropology Knowledge of group behavior and dynamics, societal
trends and influences, human migrations, ethnicity, cultures and their history and origins.
h. History and Archeology Knowledge of historical events and their causes, indicators,
and effects on civilizations and cultures.
i. Law and Government Knowledge of laws, legal codes, court procedures, precedents,
government regulations, executive orders, agency rules, and the democratic political
process.
j. Cultural Psychology
k. Social Determinants of Health
l. Sociocultural and International Awareness - recognition, understanding, and respect for
the complexity of sociocultural and international diversity
2. Skills
a. Speaking Talking to others to convey information effectively.
b. Critical Thinking Using logic and reasoning to identify the strengths and weaknesses
of alternative solutions, conclusions or approaches to problems.
c. Instructing Teaching others how to do something.
d. Writing Communicating effectively in writing as appropriate for the needs of the
audience.
e. Judgment and Decision Making Considering the relative costs and benefits of
potential actions to choose the most appropriate one.
f. Social Perceptiveness Being aware of others' reactions and understanding why they
react as they do.
g. Complex Problem Solving Identifying complex problems and reviewing related
information to develop and evaluate options and implement solutions.
h. Systems Analysis Determining how a system should work and how changes in
conditions, operations, and the environment will affect outcomes.
i. Systems Evaluation Identifying measures or indicators of system performance and the
actions needed to improve or correct performance, relative to the goals of the system.
j. Time Management Managing one's own time and the time of others.
Coordination Adjusting actions in relation to others' actions.
k. Service Orientation Actively looking for ways to help people.
3. Ability
a. Ability to Perform and Understand Research - Ability to understand and apply basic
research methods, including research design, data analysis, and interpretation.
b. Diversity Values - managing and valuing diversity in order to improve creativity,
performance results, communication, and trust.
c. Performing for or Working Directly with the Public Performing for people or dealing
directly with the public. This includes serving customers in restaurants and stores, and
receiving clients or guests.
Explanation of Decision Making Process
3. The screening processes are designed in order to rank applicants based off of the criteria deemed
most important and then decide who continues on in the process to the next step to eventually be offered
the job position.
The decision making process used for this faculty selection reflects the classic model for personnel
decisions. Important information regarding the job as an Assistant Professor in Psychology
(Methodology/Diversity) and Jame Madison Universitys Psychology department was acquired through an
earlier job analysis as well as a provided job ad. This information, as well as research through O*Net, led
to the creation of different criteria and predictors, in this case, KSAOs and qualifications. When the
criteria and predictors were identified, the screening process was also created in order to measure
individuals who qualified for the job. Then, the process of recruitment design began, in order to attract
people to apply for the job, this was done through a job rec posting on a number of sites such as Facebook,
LinkedIn or conferences specific to the field in which the job is relevant, and a number of other APA
related sites. Additionally, this post was emailed through a listserv to members of the Teaching Diversity
group through Society for the Teaching of Psychology. After a set amount of time, about 8 weeks, the
chosen selection system began. Using a multiple-hurdle approach, four screening processes were created,
and the applicant must pass each step to remain an eligible candidate for the position. This process was
done very carefully in attempts to avoid false-positives from slipping through the screening processes, and
offering the job to any un/under qualified applicants.
We will be using both multiple-hurdle and multiple-criterion approach as using both will give the best
possible candidates. We are more worried about getting false-positives because we dont want to offer an
unqualified person the job, and would rather lose out on good candidates then have a person working who
is not prepared for the job.
