IV. 2. Selection

Different patterns exist for the selection of a new staff member. These involve the administration and staff sharing varying degrees of responsibility. In some institutions, the director is the sole decision-maker; in others, the authority is delegated to a staff committee. In most agencies, the administration and staff work together to come to a final decision.

The selection process involves many steps and procedures. Figure1 presents a summary of this process.

In staff selection, two factors are particularly important: the needs and expectations of the agency, and the desires of the person being employed. Careful consideration should be given to the needs of the agency, particularly at the beginning of the recruitment process. It is usually advantageous to put job specifications in writing. These specifications should be listed in a job announcement, giving focus to the application process. The description might be written by a committee or by the director, or by both working together.

In addition to obtaining written materials from the applicant that include training, experience, and other relevant data, a statement about his or her interest in joining the agency is helpful. Why does this applicant want the position?

Usually feelings as well as background information reveal much about an applicant that is of major importance for his employment. Ordinarily a personal interview with applicants who are being considered seriously for a position is desirable. The interview should be relaxed, providing an opportunity to share ideas and feelings as well as questions. The director might ask: (1) Why are you interested in this position? (2) What are your professional goals? (3) How would you evaluate your contribution in your current position? (4) If married, how does your partner feel about this job? (5) Why do you want to change position at this time?

A candidate should be selected primarily on the basis of the needs of the institution including loyalty to it. Competency and ability to get along well with the staff are considered in the final decision. The ability to care about the students and the staff is essential.

The three “C’s”, competence, caring, and commitment, are essential if an adult educator is to be effective. Competence derives from professional training and previous successful experience. Caring, so necessary in working with people, is manifested in both verbal and nonverbal communication. In adult education, it is essential for an educator to convey to students that they are important and everything will be done to assist them. The third factor, commitment, involves a person’s desire to make a contribution to institution’s development and willingness to utilize his or her time and talents to do so, even if it means working overtime.