Once the search committee has created the assessment criteria, candidate shortlisting can begin. Committees that begin interviewing candidates without a clear framework risk introducing bias in the search process. Therefore, members must be reminded of potential biases at this stage and VIU's EDI Action Plan to limit subjectivity.
- Search committees should use only the prepared shortlisting criteria when evaluating applications.
- Ask committee members to declare any potential conflicts of interest with the candidates before commencing the process, and manage conflict of interest throughout.
- As a committee, spend an equal amount of time reviewing each candidate (15-30 mins), acknowledging and working through potential biases, stereotypes and micro-aggressions revealed during discussions.
- Focus on the quality of the content versus the style of the resume itself.
- Consider candidate qualities such as interacting with diverse colleagues/faculty/students, mentoring abilities, and experiences gained from Indigenous or traditional knowledge.
Consider Non-traditional career paths. Women and persons with disabilities are more likely to have had career gaps, perhaps for family, pregnancy or parental leaves, or medical obligations. Additionally, immigrants may have taken longer to obtain their degrees because of the financial constraints of relocating or the challenge of adapting to a new country.
- Evaluate the candidates' demonstrated commitments to EDI, which includes experience with mentoring students or other faculty from underrepresented groups, engagement on equity-related committees, involvement in broader community initiatives, etc.
- Consider the value of lived experience and, in particular, candidates with intersectional identities who are often underrepresented in academia.
Cover Letter
- Focus on skills and knowledge presented versus where or how the candidate got them—recognizing that some candidates may encounter barriers to post-secondary education and access to quality employment opportunities.
Interview Evaluations
During the interview process, consider how the candidates' answers relate to valuing diversity, advancing equity, and fostering a culture of inclusion. Consider the insight into how a candidate thinks, acts, and collaborates – insights that go far deeper than a well-rehearsed interview response.
- Demonstrates a breadth of understanding and acceptance of equity, diversity, and inclusion greater than just race, ethnicity, and gender.
- Demonstrates self-awareness in recognizing their own identity, privileges, culture, biases, and power; acknowledges their limitations and seeks ways to improve and find answers.
- Demonstrates awareness of generational differences in work styles.
- Infuses equity, inclusion and diversity concepts in response to questions not directly prompting them.
- Uses inclusive language.
Consider that implicit biases can affect the first impressions of candidates. For instance, the standard interview in Canada uses the criteria of self-confidence, goal orientation and enthusiasm, even though these qualities may not be apparent in people of more reserved cultures or diverse abilities.
Interview Evaluations
During the interview process, consider how the candidates' answers relate to valuing diversity, advancing equity, and fostering a culture of inclusion. Consider the insight into how a candidate thinks, acts, and collaborates – insights that go far deeper than a well-rehearsed interview response.
- Demonstrates a breadth of understanding and acceptance of equity, diversity, and inclusion greater than just race, ethnicity, and gender.
- Demonstrates self-awareness in recognizing their own identity, privileges, culture, biases, and power; acknowledges their limitations and seeks ways to improve and find answers.
- Demonstrates awareness of generational differences in work styles.
- Infuses equity, inclusion and diversity concepts in response to questions not directly prompting them.
- Uses inclusive language.
Additional Best Practices
Consider these additional tips to ensure that a broad range of opinions is solicited and considered during the decision-making process:
- Review applications with diversity and inclusion in mind.
- Be aware of subtle and unintended bias when reviewing CVs (educational institution, location of prior employment, type of experience, gender, etc.).
- Select interview questions related to the job posting only and ensure questions on diversity are included.
- Ensure the search committee is aware of what construes inappropriate interview questions (prohibited grounds). For example, avoid asking questions regarding a candidate's age, sex or gender, sexual orientation, gender identity and expression, marital status, family status, race, colour, religion, and mental or physical disability.
- Look beyond academic excellence in making shortlists of candidates for qualities such as the ability to interact with diverse colleagues/faculty/students, mentoring skills, and experiences gained from non-traditional career paths.
- Assure the interview process (communication, interview questions, and interview length) is the same for all candidates to ensure an equitable process.
- Reserve ample time for interviews and evaluations as bias emerges when time pressures limit evaluators.
- Highlight policies that support family needs and work/life balance (e.g., parental leave, employee family assistance, flexible work options, etc.)
Cultivate Psychological Safety
Members of teams perform better when they have a sense of psychological safety in the group. Therefore, it is essential that search committee members feel empowered to speak their minds without intimidation or interpersonal fear of judgment or dismissal to fully contribute the substance and value of their observations and perspective.