Download - Hiring for Impact- Visible Learning 2016
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Hiring for ImpactMichael McDowell, Ed.D.
@mmcdowell13, [email protected], [email protected], #AVL2016
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It's all about focusing on a few habits.
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Undercurrents
The Big 41. Loss Aversion2. Value-Attribution3. Diagnosis Bias4. Overconfidence
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Anatomy of an accident
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The power of loss.
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THIS IS IT!Your sense of urgency may override your logic...
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SOBE like HarvardResumes may lead you down a particular path...
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When roommates (and parents) know best...
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Hiring is instinctive
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Hiring is tied to powerful stories shaped by undercurrents that maintain irrational behavior
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This is the best we are going to do...look at where they came from...I just think it is so important when they say [x]...we always pick great teachers.
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We need dry logic to find the right people.
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The right people have the beliefs and behaviors that make a substantial impact on learners and the learning community.
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● I am an evaluator● I am a change agent● I see assessment as
feedback to me● I see learning as hard
work● I enjoy challenge
● I talk about learning and not about teaching
● I engage in dialogue not monologue
● I engage in positive relationships
● I use the language of learning
● I collaborate
BELIEFS BEHAVIORS
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Hiring for Impact The Right Beliefs and
Behaviors
The Right People Involved
The Right Support
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Filter and StructureExplore and InvolveDemonstrateEmbrace
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How it works
Step 1Filter Candidates
through screeners
Structure Interviews
Step 2General Interview
and Demonstration Lesson(s)
Step 3Provide Targeted
Support
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Nexus
Behaviors and Beliefs.
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The Structured Interview• Conducted by a trained interviewer• Research-based• Designed to predict effectiveness in facilitating
student learning and growth• Calibrated so that all candidates are treated
equally
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Example QuestionYou have a capable student who gets A’s on the tests and major assessments but does not do the the daily assigned work. How would you work with this student?
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Right people involved• Interview conducted by a committee from the
school DO organizes interviews• Draws on expertise of faculty members across
grade levels• Committee makes recommendation to the
Principal. • No forced ranking: Our goal is to find the right
person not the best person from the group.
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Demo/Scenario• Demo. lesson conducted by a committee from the school • Focused on key impact areas and unique needs of school• Committee makes recommendation to the Principal. • No forced ranking: Our goal is to find the right person not the
best person from the group. • Rubric is used to evaluate level of efficacy on criteria
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Scenario
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You have received pre/post test results from your learners. What next steps would you take?
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Capacity Building- Knowing and Responding to Impact
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Questions...
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Research• Dipboye, R. L. (1997). Structured selection interviews: Why do they work?
Why are they underutilized. International handbook of selection and assessment, 13, 455-473.
• Why are structured interviews so rarely used in personnel selection? van der Zee, Karen I.; Bakker, Arnold B.; Bakker, Paulien Journal of Applied Psychology, Vol 87(1), Feb 2002, 176-184. http://dx.doi.org/10.1037/0021-9010.87.1.176
• Hunter and Hunter (1984) revisited: Interview validity for entry-level jobs. Huffcutt, Allen I.; Arthur, Winfred Journal of Applied Psychology, Vol 79(2), Apr 1994, 184-190. http://dx.doi.org/10.1037/0021-9010.79.2.184
• Willi H. Wiesner1,* andSteven F. Cronshaw2 (2011)A meta-analytic investigation of the impact of interview format and degree of structure on the validity of the employment interview*Journal of Occupational Psychology
• Volume 61, Issue 4, pages 275–290, December 1988