Gender Neutral Job Evaluation

What is meant by “gender neutral job evaluation”?

Gender neutral evaluation means that the factors that are considered and the way in which those factors are applied must be free of any gender bias (favouring neither male nor female-dominated jobs).

Does gender neutral job evaluation favour women’s jobs?

No. The emphasis is on not favouring either male or female dominated jobs, but to deal with all jobs in an unbiased way. In the past, job evaluation plans have tended to overlook some aspects of work traditionally done by women. The new plan removes those biases.

How can different jobs be compared?

The gender neutral job evaluation plan employs a factor point rating method of job evaluation. Factor point rating is an analytical and quantitative method of evaluation and was chosen because it is particularly suited to the consistent evaluation of work that is dissimilar and diverse in nature. The plan assesses the skill, effort, responsibility and working conditions that are inherent in each job. Points are assigned for each of 10 subfactors and then totalled to provide a “score” for the job.

How does the Job Evaluation Committee determine a rating?

Each committee member, carefully studies the questionnaire (often spending an hour individually), and assigns tentative ratings for each subfactor. He/she makes note of any areas where clarification or additional information is needed, and then asks about these areas in the interview. After the interview, the committee members discuss their individual ratings and come to a consensus. By having four individuals consider each position independently, and then discuss their rating, each job benefits from the perspective brought by each rater. The consensus approach ensures a thorough analysis and agreement on each factor for each job. The ratings and the rationale and/or the relevant references in the factor/degree descriptions or the committee rating notes are recorded.

How can you evaluate positions fairly when the language in the evaluation plan seems so general?

The degree levels for each subfactor are defined in such a way that there is sufficient detail to differentiate amongst jobs, but still allow flexibility to accommodate the diverse range of jobs in the bargaining unit. The factor and degree definitions given in the plan provide the basic framework for evaluation, but there is much more to guide the raters. Raters refer to a variety of information and guidelines including the subfactor definition, degree level descriptions, and reference to benchmark jobs. In addition, “Notes to Raters” guidelines have been developed to provide interpretation guidance and direction for committee members.

Is the interview really necessary when the committee has the questionnaire?

The pilot project in 1992 confirmed our belief that the extra time required for the personal interview is well worthwhile. Although most organizations rely solely on a written questionnaire for job evaluation purposes, we found that the interview provides the committee with an extremely valuable opportunity to clarify the questionnaire information as well as to answer participant questions about the process.

How is my rate of pay effected if my position is reclassified upward or downward?

Once the Committee has completed the review and if the job is rated at a higher pay grade, the incumbent’s salary will be paid retroactive to the date the duly signed Position Questionnaire was received by the Human Resources Office. The incumbent’s new salary shall be determined by application of Article 28.05 of the Collective Agreement. “When an employee is promoted or reclassified to a higher paying position, the employee will receive the rate of pay which is the next highest rate in the new scale.”

If a position is evaluated lower than the current rate, the incumbent shall maintain the current rate as a red-circled rate for as long as the incumbent holds the position. Employees will be eligible for salary increments within the assigned pay grade. The reevaluated rate shall become effective as soon as the incumbent leaves the position.

Hypothetical and Stress Interviews

Hypothetical Interviews

Employers will sometimes “put” you in a work situation to test your problem solving skills. You must be able to think on your feet and analyze the situation while keeping in mind the company's culture and values.

Don’t concentrate so much on what your final answer is but that you show a logical thought process in developing your answer. There is sometimes no “one” right answer but there are definitely wrong ones.
Steps to problem solving:

1. Gather relative information
2. Evaluate your information
3. Prioritize the information
4. Propose and weigh possible solutions
5. Choose and propose your solution
6. Discuss how you would evaluate the effectiveness of your solution

Examples:
How would you handle it if a co-worker confided in you that they have seen another employee stealing from the company?
What would you do if 2 out of 3 people did not show up for their shift?
What would you do if your supervisor asked you to do something that you felt was unethical? Do you feel it is unethical to charge two different prices for the same service?

Stress Interviews

If you feel that you are being interrogated rather than interviewed you might be in a “stress or direct interview.” The employer may be interested to see how you handle pressure. They will ask direct questions that will put you on the spot. The trick is to stay calm and composed while addressing their concern or answering the question.
Examples:

The recruiter makes you wait 10 minutes.
Why is your GPA not higher?
I don’t know if you have what it takes for this position. (Then silence)

TYPES OF INTERVIEWS

Interviewers come in many styles, shapes, and sizes. They may be trained professionals or rank beginners. They may be pleasant and encouraging or rude and opinionated.

Likewise, there are several kinds of interviews, depending on the personality and preferences of the interviewer and the instructions from the employer. Generally, in on-campus and consortia interviews students will be involved initially with a screening interview, one from which the interviewer makes a recommendation about whether to consider a candidate further. The screening interview is usually (but not always) conducted by a friendly, encouraging individual who has been trained to follow a fairly structured line of questioning.

Telephone Be ready for a telephone interview from the moment you apply for a position. Many times a company will ask you questions the first time they contact you to begin assessing your qualifications. Keep a list with you of the positions you have applied for, the company it is with, the job description and any other pertinent information. The fact that they cannot see you is a challenge but also a benefit, use your notes.

Group
Some employers will interview several candidates at the same time or you might find yourself in a social setting with the other candidates during the interview process. Keep in mind that the employer is always evaluating you. You want to be seen as a team player.

Panel
A panel is the reverse of the group interview. There are several people from the employer. You might be interviewed by 2-10 people at the same time. Be sure to make eye contact with each person. When a question is asked you want to direct 50% of your eye contact to the person that asked the question and the other 50% to the other members of the panel. Try to get everyone’s contact information so that you can write each of them a thank you letter.

One-On-One
This is the traditional format for interviews. Make good eye contact and try to match their “style”. If they are very conservative and don’t smile it would not be a good idea to try humor in the interview.

On-Campus
The main challenge is that you usually only have 30 minutes with the recruiter. So be sure to use all the time to your advantage. If there are company representatives in the waiting area, take advantage of the extra “face time” by speaking with them. Remember, they are always evaluating you.

On-Site
When you get an interview that is at the employer’s place of business you need to stay on your toes. You want to be nice to everyone from the receptionist to people you pass by in the parking lot. You never know what their position is at the company. Plan your route to the location and make sure you allow for traffic. You do not want to be late to an interview! Arrive about 15 minutes early but you want to be near the employer about 1 hr before your interview so you can make sure you have everything together. Take the last 45 minutes to get some water or a bite to eat if you are hungry.

Interview Information

The Purpose of an Interview Goal of Candidate: Gather information on position and employer. Evaluate position, job-setting, co-workers. Determine if position is suitable – “Do I want to work here?”

Communicate information about yourself – convince employer to hire you because you are qualified for the position.

Goal of Interviewer:
Promote organization.
Attract the best candidate, gather information, and assess candidate’s qualifications.
Determine if the candidate fits the position.

Research the Position
Make sure you understand the details, requirements, and responsibilities of the job you are applying for. This information can be typically found by reviewing interview bulletins, recruiting information, and company literature. Additionally, conducting your own informational interviews can often provide valuable information. Finally, be able to relate your skills and qualifications to the stated job responsibilities.

Research the Organization
How long has it existed?
What is its mission?
What does it produce?
Who does it serve?
Size?
Location?
Visit the organization's website to help you research companies and organizations. In addition, expand your search by conducting informational interviews.

Prepare and Practice
Develop specific examples that highlight your skills. Make sure that you can answer each question honestly and sincerely without sounding like you prepared them. But remember, this is not an exhaustive list of possible interview questions, but rather some general samples to help you begin thinking about what may be asked during an interview.

Anticipate Difficult Questions
Can you explain your low grade point average?
Why did you change you major three times?
Do not try to avoid these questions, explain the situation honestly and in a positive manner. Try to turn a weakness into a strength, i.e., “Yes, my GPA is low, but this is because I worked thirty hours a week to put myself through school.”

Prepare Questions for Your Interviewer
What are the educational opportunities?
What training will I receive?
The end of the interview is usually reserved for your questions. Do not just ask generic questions, and do not ask questions that could easily be found in company literature. Ask questions that will help you determine if you are a good match for the position and organization, such as the questions above.

Interview Questions for a Teacher Job

Phone Interviews

Phone interviews seem to be growing more common as search committees try to make the difficult decision of who to invite for a campus interview. When you pass this level you will pass to the interview, and to campus for in-person interviews, and ultimately offered the position! If you are not interviewed by phone, these same questions are likely to be asked on site.
Questions for a teacher job interview:

Why are you interested in this position?
How will/could you involve students in your research?
What courses could you teach here?
(Check out the course offerings in the department ahead of time and use actual course numbers to refer to the courses you could step into, as well as new courses you might propose.)
What sorts of research projects/topics could you pursue here? (Check out the research interests of the other faculty in the department, and mention possible areas for potential collaboration.)
What kinds of facilities would you need to conduct your research and teaching here?
(If possible, get a sense of what major items are already in place (such lists are often on departmental/college websites) and talk about how you could use what’s there, as well as anything new you would need/want.)
When could you start in the position?
What do you see as your greatest accomplishments in your career to date? What shortcomings have you dealt with?
How would you describe your interactions with students?
What questions do you have for us?
(You should prepare several questions in advance. Asking these questions led to more lively discussion among the interviewers and allowed everyone’s individual personalities to emerge.)

Questions for you to ask


On-Site Interviews:

The following questions are in no particular order and reflect our personal experiences. Some of these questions could also come up in a phone interview, although probably not the more detailed ones. So even if you are only at the phone interview stage, it would be helpful to review these, too.

Research
Why did you choose your dissertation (post-doc) topic?
Tell us about the theoretical framework of your research.
What changes would you have made to your dissertation or post-doctoral work if you were to begin again?
What contribution does your dissertation make to the field?
Tell me about your research.
Why didn't you finish your dissertation sooner?
What are your research plans for the next 2/5/10 years?
What are possible sources of funding to support your research?
What are your plans for applying for external funding?
When will you have sufficient preliminary data for a grant application?
What facilities do you need to carry out your research?
How does your research fit in with this department?
Who would you collaborate with?
What kind of startup package do you need?
Do you have the permission of your mentor/advisor to take this work with you? (mostly asked of postdocs)

Teaching
Are you a good teacher?
What makes a good advisor? Do you think it is important to challenge your students? How would you do that?
How many MS and PhD students would you try to have in your lab? And what about technicians and post-docs?
What is your approach to advising graduate students?
It is the third week of your introductory class and you notice that some students really aren't paying attention, some are sleeping and some aren't showing up - what do you do?
How do you feel about having to teach required courses?
How do you motivate students?
How would you encourage students to major in your field?
In your first semester you would be responsible for our course in _____. How would you structure it? What textbook would you use?
What is your teaching philosophy?
If you could teach any course you wanted, what would it be?
What do you think is the optimal balance between teaching and research?
Have you had any experience with distance learning or technology in the classroom?
How would you involve undergraduates in your research?
Have you taught graduate or professional students?
Have you supervised any undergraduate or undergraduate students?

Institutional/Departmental Issues
Can you summarize the contribution you would make to our department?
Are you willing to become involved in committee work?
Why are you interested in our kind of school?
What institutional issues particularly interest you?

Career and Personal
You list a number of interesting community service activities on your CV. Would you want to continue with that sort of extracurricular involvement if you came to U of X?
If you have more than one job offer, how will you decide?
How do you feel about living here?
What does your spouse do? (…they are not supposed to ask this but they probably will!)
What do you do in your spare time?
Who else is interviewing you?
What will it take to persuade you to take this job?
What kind of salary are you looking for?

Helpful advice based on experience:
Try to enjoy yourself.
If you enjoy talking to certain people during the day you can bring that up with the committee.
They want to know that you enjoy the department.
Be prepared to tell your story again and again. It may seem like it is getting really old and boring, but try to make it seem fresh to them.
Say goodbye to people you have talked with individually if you can.
Read the job description carefully.
Bring phone numbers and names.
Bring a print-out of the faculty web pages, particularly those you know you are going to meet but also those of others so you can look them up quickly.
Practice your talk to death.
Time it.
Develop a "cocktail party length" summary of your work that you can spout off.
Bring extra copies of your vita, dissertation abstract, papers, statement of research interests, handouts for talk.
Bring a sample syllabus of a course you might want to teach.
Don't check in anything critical on the plane – carry it with you.