41 HR Recruiting Selecting and Hiring Employees

A SAMPLE REPORT
Benchmarking to Improve
An Examination of Districts Processes in:
HUMAN RESOURCES (HR)
PIIE
Process Improvement and Implementation in Education
Data in the report are for illustration purposes only, and are not from a specifc district.
A national study based on sur veys from the following Districts:
Aldine, TX
Anne Arundel, MD
Atlanta, GA
Boston, MA
Brazosport, TX
Broward County, FL
Carrollton Farmers Branch, TX
Cobb County, GA
Montgomery County, MD
Pajaro Valley, CA
Philadelphia, PA
Pinellas County, FL
Pittsburgh, PA
Tulsa, OK
Wake County, NC
Elk Grove, CA
Fairfax County, VA
Galena Park, TX
Galveston, TX
Gwinnett County, GA
Houston, TX
Los Angeles, CA
Miami Dade County, FL
PI I E
A preliminary performance comparison of how their processes in
RECRUITING, SELECTING, AND HIRING EMPLOYEES
compared to processes in other participating districts
of various sizes, demographics, and locations across the United States
HR Pilot FindingsPreliminary Table of Contents1
TABLE OF CONTENTS
About this Report . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2
Whats in this Report . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3
Section 1. Quantitative Data . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3
Section 2. Qualitative Data . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3
Section 3. Appendices . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3
Success Factors and Challenges . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4
Success Factors . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4
Challenges . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4
Section 1. Quantitative Data . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5
Summary of Key Indicators Explained . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5
Summary of Key Indicators . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6
Cost Effectiveness . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10
Staff Productivity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14
Process Efciency . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18
Cycle Time . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22
Section 2. Qualitative Data . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27
Section 3. Appendices . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 31
Appendix A: Characteristics of Participants . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 31
Appendix B: APQC Process Classication Framework . . . . . . . . . . . . . . . . . . . . 33
Appendix C: About APQC, OSBC Research, and PIIE . . . . . . . . . . . . . . . . . . . . . . 35
Appendix D: Glossary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 37
Appendix E: Using this Report . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 39
Appendix F: Qualitative Survey Questions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 41
HR Pilot FindingsPreliminary
ABOUT THIS REPORT
This is a report comparing your districts performance with other participating districts in a
process called Recruiting, Selecting, and Hiring Employees.
This report is part of a national pilot project called PIIEProcess Improvement and
Implementation in Education. Data in this report were collected through the rst version
of a survey that was blinded and analyzed. Finally, a customized report was prepared
for your district comparing your performance in this particular process to that of other
participating districts. Since this is a pilot project, the ndings are preliminary and may
uctuate in future versions based on larger samples sizes and modications to denitional
elements to terminology. Special attention will be made to work with the pilot districts to
rene the survey instrument to ensure that it will allow districts to more accurately answer
questions. Although a signicant amount of time was spent validating survey responses,
many districts were unable to obtain data that could encompass the entire survey scope,
and thus it will be an ongoing process to help rene responses.
This survey was part of a year-long pilot conducted by APQC, a 30-year-old nonprot
organization located in Houston, Texas. APQCs purpose is to help any organization
to improve whether its in education, business, health care, or government. Valid
comparisons can be made because every participant uses a common taxonomy of
processes and sub-processes called the APQC Process Classication Framework
SM
(PCF),
explained in later pages.
How can you use this report? The analysis of your data focuses on four types of
measurements or key performance indicators (KPIs).
Cost Effectiveness
Staff Productivity
Process Efciency
Cycle Time
In addition, this report contains Key Findings and Challenges reported by the
districts. The analysis that is captured in this report will allow you to see where your
district compares with others. Combined with your knowledge about your districts
strategic objectives and challenges, the data from the report can help you to focus your
improvement activities to align to your districts goals.
We strongly believe that this report indicates signicant opportunities for process
improvement and innovation in every district. Please let us know if we can help your
district make these improvements.
C. Jackson Grayson, Jr. Diane Kline Travis Colton
APQC Chairman & CEO Project Director Analyst
2About this Report
WHATS IN THIS REPORT
Section 1. Quantitative Data
Contains reporting, analysis and answers to questions such as:
How cost effective are we compared to other districts our expenditures
versus results in other districts?
Is our hiring staff productive compared to other districts?
How efcient is our hiring process?
How long does it take us to process applicants compared to other districts?
Section 2. Qualitative Data
Features questions and responses such as:
What is the most common reporting structure for HR recruiting?
How many districts give hiring bonuses?
How many districts give added compensation for challenge schools?
How are vacancies posted or publicized?
Section 3. Appendices
Answers the following questions:
Who are the participating districts and what are their characteristics?
What was the survey that collected the data?
What is PIIE and what is the Open Standards Benchmarking Collaborative
research?
What are the terms of use?
What does this term mean?
Whats in this Report?3
Success Factors
The following are specic processes and activities that districts cite as key enablers
to their success. The rst set comes from districts identied as top performers. The
second list is from all participants.
SUCCESS FACTORS AND CHALLENGES
TOP PERFORMERS ALL PARTICIPANTS
Online application system that allows HR staff
to view, track and hire candidates
Early identication and offers made to qualied
participants
Stafng goals based on accurate projections
of enrollment, staff attrition and critical needs
areas
Competitive salary and benets package
Highly skilled recruiters who are
knowledgeable, friendly (personalized
attention) and focus strongly on follow up
Establishing a good relationship with
universities to ensure effective job recruiting at
job fairs
International recruiting Effective marketing and research
Challenges
These are obstacles identied as hindering districts from hiring the best staff.
CHALLENGES
Salary and benet packages are not competitive
Qualied candidate pool is extremely limited in critical needs areas
Enrollment and contract projections are not timely enough to identify openings sooner,
meaning hiring is done in the summer after many of the best candidates have already found
positions
Lack of communication between departments (both people and data systems) slows down the
hiring process enough to lose the best candidates
Limited resources to enhance recruiting, offer incentives for challenging schools and relocation
packages
Rapid change in enrollment and demographics
Finding diverse staff
4Success Factors and Challenges
Summary of Key Indicators Explained
On the following pages (69), you will see a spreadsheet called Summary of
Key Indicators. It lists both key performance indicators (KPIs) and supporting
indicators with columns that show your districts responses alongside those of all
participants..
The indicators are divided into the following four categories:
Cost Effectiveness
Staff Productivity
Process Efciency
Cycle Time
The performance measure for the indicators is compared against all participants.
Your Summary of Key Indicators uses the following labels:
N
A count of the number of districts who provided data to calculate the metric.
20th Percentile
This term refers to the 20th percentile of the distribution of the metric on the low
side of the median. It does not necessarily infer directional goodness of the data.
Median
This refers to districts performing at the median.
80th Percentile
This term refers to the 20th percentile of the distribution for the metric on the high
side of the median. It does not necessarily infer directional goodness of the data.
The comparison of your districts metrics to the overall metric distribution can be
used to detect patterns of how top achieving districts are doing in specic areas.
Your comparisons can be used in context with your districts goals to improve
where you see necessary.
SECTION 1. QUANTITATIVE DATA
Section 1. Quantitative Data5
Summary of Key Indicators
Cost
Effectiveness
Your
District
Performance N
20th
Percentile
Median
80th
Percentile
N
20th
Percentile
Median
80th
Percentile
HR recruiting
costs per start
$712
Above
Average
19 $2,060 $1,195 $454 10 $1,256 $659 $432
Total HR
recruiting costs
per recruiting
FTE
$126,212
Below
Average
19 $130,732 $101,230 $62,427 10 $129,374 $104,509 $63,913
HR recruiting
costs per
employee (total
district)
$139
Below
Average
19 $153 $78 $60 10 $140 $76 $50
Employees
(total district)
per recruiting
FTE
906
Below
Average
19 1,948 1,046 591 10 919 1,415 2,534
Personnel costs
(labor) as a
percentage of
total recruiting
costs*
82.5% Bottom 19 82.0% 69.5% 51.7% 10 81.8% 74.4% 47.0%
Internal
systems
costs as a
percentage of
total recruiting
cost*
5.9%
Above
Average
18 0.5% 4.2% 9.6% 10 0.3% 1.5% 5.1%
All Participants >100k Students
N indicates the number of responses for that KPI
*Measures shaded in gray are supporting indicators and not used to calculate performance.
6Section 1. Quantitative Data
Staff
Productivity
Your
District
Performance N
20th
Percentile
Median
80th
Percentile
N
20th
Percentile
Median
80th
Percentile
Offers per
recruiting FTE
184 Top 14 45 65 141 6 48 140 244
Starts per
recruiting FTE
177 Top 19 49 71 176 10 76 158 238
Applicants per
open position
1 Bottom 17 3 4 7 9 2 3 7
New
employees
annually as a
percentage of
all employees*
17.7% Top 20 6.4% 8.8% 13.3% 11 8.2% 8.8% 14.6%
Process
Efciency
Your
District
Performance N
20th
Percentile
Median
80th
Percentile
N
20th
Percentile
Median
80th
Percentile
Start rate 96.5% Top 15 83.6% 92.8% 96.4% 7 79.8% 93.9% 97.5%
Acceptance rate 96.5%
Above
Average
14 89.2% 95.6% 98.5% 7 87.9% 96.7% 98.9%
Percentage of
positions vacant
at the start of
the school year
3.2%
Below
Average
18 5.0% 1.1% 0.5% 9 3.0% 1.0% 0.5%
Employee
turnover
(voluntary and
involuntary)
5.8%
Above
Average
19 12.2% 8.0% 4.8% 10 10.1% 7.6% 6.2%
Percentage of
all rst teachers
that are non-
renewals*
0.4%
Below
Average
19 7.4% 0.2% 0.0% 10 1.4% 0.5% 0.0%
Cycle
Time
Your
District
Performance N
20th
Percentile
Median
80th
Percentile
N
20th
Percentile
Median
80th
Percentile
Average time
from requisition/
vacancy posting
enters HR
system posting
to offer
30 Bottom 15 21 14 7 7 15 10 6
Average
time from
submission of
job requisition/
vacancy posting
to approval
4
Below
Average
17 6 2 1 9 5 1 1
Average time
from application
entered into
HR system to
time it becomes
a qualied
prospect for an
open position
2
Above
Average
18 15 4 1 9 20 6 2
Average time
from offer to
acceptance
10 Bottom 15 4 2 2 7 6 2 2
Cost Effectiveness
How cost effective are we compared to other districts?
Cost effectiveness is a ratio between how much your district spends per unit of
measure, such as per new hire or per recruiting FTE. Essentially, they allow you
to compare your expenses against other districts in a way that controls for factors
such as the overall number of recruits. The main performance indicator for cost
effectiveness is total recruiting costs per start (dened as a candidate who was
present the rst day of work). Lower costs per start indicate a higher level of
performance or cost effectiveness.
One of the key utilities for this benchmarking report is to identify potential
savings gaps between your districts current recruiting processes and those of top
performers. If your districts performance is below top performance, the following
table shows the potential savings that could be realized by improving recruiting
processes. Top performers: remember improvement and innovation are the reason
youre on top, so keep it up!
Total Recruiting Costs Per Start
$1,256
$659
$432
Your District
>100K
All Districts
$0
Cost
$500 $1,000 $1,500 $2,000 $2,500
$2,060
$1,195
$454
$712
Top Performer Median Bottom Performer Your District
POTENTIAL SAVINGS
Top Performer Cost Per Start $454
Your Districts Cost Per Start $712
Potential Savings per Start $258
Potential Annual Savings per Start (based on your reported
number of starts)
$686,218
KEY FINDING FOR COST EFFECTIVENESS
The cost per start decreases as you hire more employees. Within the
participating districts, one of the most inuential factors impacting overall
cost effectiveness is the number of starts that a district processes each year.
For districts processing at least 1,000 starts, the median cost per start is $659,
while those districts processing under 1,000 starts is $1,840.
We can look beyond the numbers to nd meaning. Top-performing districts
are more likely to have less than half their total recruiting costs associated
with personnel. Instead, more resources are spent on systems than other
districts.
Top performers tend to allocate more of their dollars to outsourcing
recruiting activities than other districts, although it still remains a small
percentage of overall spending (top performers 12.7 percent of total
recruiting cost, 6.7 percent for all other districts). Outsourcing tends to be
more commonly used in districts over 100,000 students.
In addition, process maps are utilized more frequently to manage recruiting
activities as well as to communicate with their customers.
NUMBER OF STARTS COST PER START
At Least 1,000 $659
Less than 1,000 $1,840
Total HR Recruiting Costs Per Recruiting FTE
This cost measure comprises the total recruiting costs (personnel, systems,
overhead, other, and outsourced) divided by the number of FTEs associated with
the recruiting process. Your districts performance in this area is depicted in the
exhibit below.
HR Recruiting Costs per Employee (Total District)
This cost measure comprises the total recruiting costs (personnel, systems,
overhead, other, and outsourced) divided by the total number of employees in the
district. The following exhibit compares your district to others.
Your District
>100K
All Districts
$0
Cost
$130,732
$20,000 $40,000 $60,000 $80,000 $100,000 $120,000 $140,000
$101,230
$62,427
$129,374
$104,509
$63,913
$126,212
Your District
>100K
All Districts
$0
Cost
$153
$20 $40 $60 $80 $100 $120 $140
$78
$60
$140
$76
$50
$139
$160
Personnel Costs (Labor) as a Percentage of Total Recruiting Cost
This cost measure comprises the personnel costs of FTEs associated with
recruiting divided by the total recruiting costs (personnel, systems, overhead,
other, and outsourced). Top performers tend to have a lower percentage of their
costs associated with personnel and a higher percentage with systems cost, and is
reected in the calculation of the following two measures.
Internal Systems Costs as a Percentage of Total Recruiting Costs
This cost measure comprises the recruiting systems costs (i.e., computer hardware/
software) divided by the total recruiting costs (personnel, systems, overhead, and
outsourced). See the exhibit below for details.
81.8%
74.4%
47.0%
Your District
>100K
All Districts
0%
Personnel Percentage
20% 40% 60% 80% 100%
82.0%
69.5%
51.7%
82.5%
0.3%
1.5%
5.1%
Your District
>100K
All Districts
0%
Systems Percentage
2.0% 4.0% 6.0% 8.0% 10.0%
0.5%
4.2%
9.6%
5.9%
Staff Productivity
Is our hiring process productive?
Staff productivity indicators measure the ratio of input to output, both of staff and
the recruiting processes as a complete system.
Offers per Recruiting Full-time Equivalent (FTE)
This cost measure refers to the number of offers made to candidates per full-time
HR employee. This is an important metric because it allows your district to see how
productive your HR staff is compared to other HR staff in other districts.
48
140
244
Your District
>100K
All Districts
0
Offers per Recruiting FTE
50 100 150 200 250
46
65
141
184
TOP PERFORMERS: TECHNOLOGY FACTORS
An automated system for position control
An electronic repository or database for applications
The ability for recruits to complete applications online
An automated system that has some screening capability
KEY FINDINGS FOR STAFF PRODUCTIVITY
Technology is one major factor that is common among top- performing
districts within the productivity performance category. A more productive
recruiting system implies that a greater number of applications, offers, starts,
etc. are processed with fewer staff than less productive systems. Only one of
the top performers uses an in-house electronic hiring system, while all others
use commercial systems.
TOP PERFORMERS: RECRUITING FACTORS
Developing an annual recruiting plan
Collaborating in regional recruiting events
Collecting data on the effectiveness of recruiting sources/methods
Contracting job boards (60 percent versus 33 percent) which tends
to broaden the exposure for positions and increase the number of
applications received
Allowing resumes in lieu of applications (60 percent versus 0 percent).
Further research is needed to identify valid statistical linkage, but
anecdotal evidence suggests that higher quality candidates are more likely
to prefer using resumes instead of applications.
Recruiting sources and methods inuence top-performing districts. Many
recruiting activities are standard amongst the participants including:
Employees Per Recruiting FTE
This productivity measure comprises the number of FTEs associated with the
recruiting process divided by the total number of employees in the district. The bar
graph below indicates the number of employees that one HR FTE serves.
Starts Per Recruiting FTE
This productivity measure comprises the number of annual starts divided by the
total number of FTEs associated with the recruiting process. A core measure in
productivity that shows how many recruits your staff members are processing
compared to other districts.

Your District
>100K
All Districts
0
Employees
591
500 1,000 1,500 2,000 2,500 3,000
1,046
1,948
919
1,415
2,534
906
Your District
>100K
All Districts
0
Starts
49
50 100 150 200 250 300
71
176
76
158
238
177
Applicants Per Open Position
This productivity measure comprises the total number of applicants divided by the
number of available open positions. See the exhibit below for a comparison of your
district to other responding districts.

New Employees Annually as a Percentage of All Employees
This productivity measure comprises the number of new employees (full- and part-
time employees not employed by the district prior to the survey reporting period)
divided by the number of employees in the district during the most recent scal
year.
Your District
>100K
All Districts
0
Applicants
3
1 2 3 4 5 6 7
4
7
2
3
7
1
8
Your District
>100K
All Districts
0%
Percentage
6.4%
4.0% 8.0% 12.0% 16.0% 20.0%
8.8%
13.3%
8.2%
8.8%
14.6%
17.7%
Process Efciency
How efcient is your hiring process?
Start Rate (Offers per Start)
This metric captures how effective your recruiting efforts are by comparing the
number of offers to the number of starts (people that accept position and are
present on the rst day of work). A higher start rate means that extended offers are
producing more new employees than other districts.
79.8%
93.9%
97.5%
Your District
>100K
All Districts
0%
Start Rate
20.0% 40.0% 60.0% 80.0% 100.0%
83.6%
92.8%
96.4%
96.5%
HR Pilot FindingsPreliminary Section 1. Quantitative Data19
KEY FINDINGS FOR PROCESS EFFICIENCY
Efcient HR processes result in higher acceptance and start rates. APQC
measures process efciency based on how the procedures and systems
impact the overall outcome of hiring new staff. For example, if efcient
districts have almost 100 percent of their recruits accept positions and show
up to work, then their efciency allows them to process less applications to
get the same number of new hires compared to less efcient districts.
TOP PERFORMERS: PROCESS EFFICIENCY
Top-performing districts are more likely to have written maps for their
processes, especially a process map for recruiting candidates for positions
Offer electronic cafeteria or choice plans for health care
Provide new teacher support programs, specically mentors and new
teacher orientation
TOP PERFORMERS: RECRUITING SOURCES
Generate recruits come from college job fairs (37.5 percent for top
performers versus 20 percent for all others)
Seek recruits throughout the nation and internationally. International
recruiting is used more often by top performers than other districts (75
percent for top performers, 50 percent for all others)
Collecting data on the effectiveness of recruiting sources/methods
Provide new teacher support programs, specically mentors and new
teacher orientation
Top-performer start rates are higher than the median. Even if the top
performers start rates are only a small percentage higher than your
districts, a small percentage can equal big savings. For instance, a district
hiring 1,000 teachers and performing at the median rate equates to 40
unlled positions. In addition to stafng issues, at the median recruiting cost
of $1,000, this means that almost $40,000 could be saved.
Top performing districts recruit from varied sources. The text box below
cites successful practices that your school district may be able to apply.
Districts offering hiring incentives (to new recruits and/or current staff) did
not perform any better in terms of either start or acceptance rates.
HR Pilot FindingsPreliminary 20Section 1. Quantitative Data
Acceptance Rate
This efciency measure is a percentage that comprises the number of acceptances
divided by the total number of offers.
Percentage of Vacant Positions at the Start of the School Year
This efciency measure is a percentage that comprises the number of unlled
positions at the start of school divided by the total number of open positions that
were available to be lled by the start of the year.

87.9%
96.7%
98.9%
Your District
>100K
All Districts
0%
Start Rate
20.0% 40.0% 60.0% 80.0% 100.0%
89.2%
95.6%
98.5%
96.5%
3.0%
1.0%
0.5%
Your District
>100K
All Districts
0%
Vacancy Rate
1.0% 2.0% 3.0% 4.0% 5.0%
5.0%
1.1%
0.5%
3.2%
6.0%
Employee Turnover (Voluntary and Involuntary)
This efciency measure is composed of the number of full- and part-time
employees whose employment was voluntarily or involuntarily terminated as a
percentage of the average employee count (or total budgeted FTEs).
Percentage of All Non-Renewal Employees Within the First Year
This efciency measure comprises the percentage of all employees who do not
renew at the end of their rst year.
Your District
>100K
All Districts
0%
Turnover Rate Percentage
12.2%
4.0% 8.0% 12.0% 16.0% 20.0%
8.0%
4.8%
10.1%
7.6%
6.2%
5.8%
Your District
>100K
All Districts
0%
Non-Renewal Rate Percentage
7.4%
2.0% 4.0% 6.0% 8.0% 10.0%
0.2%
0.0%
1.4%
0.5%
0.0%
0.4%
Cycle Time
How long does it take my district to complete the hiring process?
Average Time From Requisition/Vacancy Posting Entering HR System
to Offer (In Days)
Cycle time indicators measure how long it takes between the start of a process
or activity and its completion. The chart above shows the average time in days
between when an open position is posted in the HR system and the time when an
offer is extended to a qualied candidate.
Top performers have a 4 percent higher acceptance rate. Top-performing districts
(in cycle time) have an average cost per new hire that is nearly 25 percent less than
other districts.
Your District
>100K
All Districts
0
Days
21
5 10 15 20 25 30
14
7
15
10
6
30
KEY FINDINGS FOR CYCLE TIME
Efcient processes increase the potential of hiring qualied candidates.
Understanding and monitoring cycle time measures are critical to improving
the overall success of the recruiting system. Participants cited one of the
most challenging problems is losing the most qualied candidates to other
districts due to long hiring processes.
Top performers utilize time-saving activities. Top performers utilize more
telephone interviews, and they also perform less required testing. Top
performers in cycle time have an average total cycle time 20 percent faster
than other districts.
TOP PERFORMERS TIME SAVING ACTIVITIES
All the top performing districts allow interviews to be conducted over the
phone, versus 65 percent in other districts
Districts excelling in cycle time require positions test for ve of the 12
listed positions, while other districts required tests for nine positions
Top performers are more likely to use principals and managers during the
interview process. Only 20 percent of the top performers use personnel staff
to interview all applicants (versus 47 percent for other districts). In addition,
top performers are more likely to exclusively use principals/managers for
specic positions (80 percent) than other districts (60 percent).
Average Time from Submission of Job Requisition to Approval
How long does it take my district to complete the hiring process? Cycle time
indicators measure how long it takes between the start of a process or activity
and its completion. For example, the chart below shows the average time in days
between when an open position is posted in the HR system and the time when an
offer is extended to a qualied candidate.
Average Time from Application Entered into HR system to Qualied
Candidate

Your District
>100K
All Districts
0
Days
6
1 2 3 4 5
2
1
5
1
1
4
6
Your District
>100K
All Districts
0
Days
15
5 10 15 20 25
4
1
20
6
2
2
Average Time from Offer to Acceptance
Your District
>100K
All Districts
0
Days
4
2 4 6 8 10 12
2
2
6
2
2
10
HR Pilot FindingsPreliminary Section 2. Qualitative Data27
Compensation is a hot topic in any recruiting discussion among districts. Of the 40
percent of districts that offer hiring bonuses, the average (mean) amount spent per
recruit is $1,810.
Question 34: Does your district provide hiring bonuses?
Yes
40%
No
60%
Question 35: Does your district provide additional compensation to
teachers who are recruited to challenge (i.e., AYP) schools?
Yes
20%
No
75%
No Response
5%
SECTION 2. QUALITATIVE DATA
HR Pilot FindingsPreliminary 28Section 2. Qualitative Data
Question 36: Does your district give additional compensation to
teachers who commit to stay on the job for a specied period of time?
Question 73: To whom does the HR department report? (Select all that
apply.)
Yes
15%
No
85%
2
Supt.
0
11
2 4 6 8 10 12
2 Assistant Supt.
1
Associate Supt.
Research and Evaluation
Chief Academic Offcer
0
0
5
0
Administrative Services
Deputy Supt.
Chief Operating Offcer
HR Pilot FindingsPreliminary Section 2. Qualitative Data29
Question 74: Who does the HR department regard as the customers
of its processes? (Select all that apply.)
Question 76: By which methods do you know how satised your
customers are with your HR processes? (Select all that apply.)
Other
5%
Written Surveys
Annual
21%
Written Surveys
Quarterly
5%
Conversation
28%
Quantitative
Metrics
10%
Informal
Feedback
31%
4
Instruction
0
18
5 10 15 20
17
Instructional Support
14
Business Services
School Board
Students
15
15
13
14
Community
Other
Parents
Appendix A: Characteristics of Participants
Total Student Enrollment Distribution of Participating Districts
Percentage of Total Respondents
SECTION 3. APPENDICES
Distribution of Participating Districts by Per Student Annual
Expenditures
200,000+
20%
<50,000
25%
50,000 to
99,999
20%
100,000 to
199,999
20%
2
$4,000
0
4
6
8
$5,000 $6,000 $7,000 $8,000 $9,000 $10,000 $11,000
N
u
m
b
e
r

o
f

D
i
s
t
r
i
c
t
s
Annual Expenditures Per Student
Section 3. Appendix A31
Distribution of Participating Districts by Locale Type
Percentage of Total Respondents
Distribution of Participating Districts by Student Receiving Free or
Reduced Lunch
1
10
0
2
3
4
20 30 40 50 60 70 80
5
6
90
N
u
m
b
e
r

o
f

D
i
s
t
r
i
c
t
s
Percentage of Students Receiving Free or Reduced Lunch
32Section 3. Appendix A
Urban Fringe
40%
Large City
30%
Mid-size City
5%
Mixed Urban
15%
Outside CBSA
5%
Town
5%
Appendix B: APQC Process Classication Framework
The APQC Process Classication FrameworkSM (PCF) is a taxonomy of all
processes in any organization. The following PCF was slightly adapted to t the
education industry.
APQC PROCESS CLASSIFICATION FRAMEWORK FOR EDUCATION
1.0
Develop
a Strategic
Plan for
the District
6.0 Develop and Manage Human Resources Strategies
OPERATING PROCESS
MANAGEMENT PROCESS & SUPPORT SERVICES
2.0
Design,
Deliver
and Assess
Instruction
3.0
Design
and Deliver
Support
Services
4.0
Design
and
Manage
Operations
5.0
Develop and
Manage
Stakeholder
Relations and
Services
7.0 Manage Information Technology
8.0 Manage Financial Resources
9.0 Acquire, Construct, and Manage Facilities
10.0 Manage Environmental Health, Safety, and Security
11.0 Manage Intergovernmental and Other Agency Relationships
12.0 Manage Knowledge Improvement and Change
> > > > > > > > > > > > > > > > > > > > > > > >
The PCF was created by APQC in 1990 and is being used in thousands of business,
government and health care organizations. APQC is also using this taxonomy to
help education improve.
This common taxonomy allows APQC to compare district measures and metrics
among these 20 districts, and eventually among all districts across the nation in all
12 categories.
Section 3. Appendix B33
The top ve boxes are the Categoriesthe core processes of education
organizations. The bottom seven categories are supporting or enabling processes.
Each of the 12 categories is broken down into four to eight Process Groups, which
are then broken down further into Processes and then into Activities. Altogether,
there are 12 Categories, 72 Process Groups, 314 Processes, and 537 Activities.
The PCF category 6.0 Develop and Manage Human Resources was chosen by the
20 participating districts, and further narrowed down to the process group: 6.2
Recruiting, Sourcing, and Selecting Employees.
The following diagram shows how this Process Group was narrowed down to ve
processes and then to 22 activities.
PROCESS
DI AGRAM OF 6. 2RECRUI T, SOURCE, AND SELECT EMPLOYEES
Develop Annual
Staffng Plan
Develop and Open
Job Requisition
Develop a Job
Description
Post Requisition
Manage Internal/
External Job
Posting Websites
Change/Update
Requisition
Notify Hiring
Manager
Manage
Requisition Date
> > > > > > > > > > > > > > > > > > > > > > > > 6.2.1
Create
and Develop
Employee
Requisitions
Determine
Recruitment
Methods
Identify Sources
to Find Qualifed
Candidates
Perform
Recruiting
Activities/Events
Manage
Recruitment
Vendors
6.2.2
Recruit
Candidates
6.2.3
Screen
and Select
Camdidates
Identify
and Deploy
Candidate
Selection Tools
Interview
Candidates
Test Candidates
Select and Reject
Candidates
6.2.4
Manage
New
Hire/Rehire
Draw up
and Make Offer
Negotiate Offer
Hire Candidate
Create Applicant
Record
Manage/Track
Applicant Data
Archive
and Retain
Records of
Non-Hires
6.2.5
Track
Candidates
34Section 3. Appendix B
Appendix C: About APQC, OSBC Research and PIIE
APQC is a nonprot organization that is 30 years old. Located in Houston, Texas,
at The Houstonian Resort, APQC has approximately 80 full-time employees and a
budget of approximately $11 million.
APQCs mission is three-fold:
to discover knowledge through research and networking,
To disseminate knowledge and best practices to help organizations improve,
and
To create new knowledge.
APQCs board of directors consists of 45 leaders from business, universities, K-12
education, health care, and associations. APQC has approximately 350 members
from all sectors.
For more information, visit APQCs Web site at www.apqc.org/PIIE, call us at 713-
681-4020, or fax us at 713-681-8578.
OSBC Research: The Open Standards Benchmarking Collaborative
SM
The Open Standards Benchmarking Collaborative
SM
(OSBC) Research
In the early 1990s, APQC received many requests from businesses to help create
process performance measures and metrics for their own organizations, and where
possible, to compare their benchmark metrics with those of others. Therefore,
APQC used the PCF to create a common taxonomy to enable comparisons and
collect data from corporations.
In 2004, with the help of many corporations, APQC expanded that work and
created the Open Standards Benchmarking CollaborativeSM (OSBC) research to
systematically collect and store process data not only from U.S. rms but also
internationally. The OSBC database is still growing.
Open Standards refers to a generic classication of processes across institutions
and sectors. These processes have unique measures where appropriate and
are exible and changeable as businesses evolve over time. Benchmarking
Collaborative refers to the concept of people and institutions working
collaboratively to build comparable process denitions, measures, and metrics for
comparison.
Section 3. Appendix C35
Process Improvement and Implementation in Education (PIIE)
The PIIE (Process Improvement and Implementation in Education) project is part
of the OSBC research and was created to address the need of K-12 education
specically for comparative benchmarking. The PIIE project consists of the
following characteristics.
Twenty-three districts were selected to participate in a year-long pilot.
Districts sent representatives to attend a design meeting December 13-14, 2004
and a large kickoff meeting in Houston January 6-7, 2005 with more than 80
attendees.
Houston session attendees broke into working groups to select key categories
and process groups within the PCF to examine.
Participants selected three areas for the pilot period: instruction, information
technology, and human resources (HR).
Working groups began dening measures and metrics for each identied
process and sub-process, working collaboratively and for the most part
virtually. Core groups were identied to work intensively on the project and
report back to the main working groups periodically.
APQC translated the working and core group results into a Web-based survey
for each process area. Surveys are now available in each of the three categories:
instruction, information technology, and HR.
The superintendents of participating districts met for a day and a half (June
17-18, 2005) in Houston to exchange their views of the pilot project, its value to
their districts, and their role in using the pilot data.
APQC blinded the survey results, validated and normalized them, and stored
the information in the OSBC database. Then, APQC prepared a report for each
district summarizing its data compared to the database.
Representatives of all districts will come to Houston January 10-13, 2006 for
a nal meeting a combined one-day knowledge transfer session to share
and exchange views and lessons learned as well as create action plans.
This meeting will be immediately followed by two and a half days of the
Implementation Strategies course, in which APQC conducts train-the-trainer
implementation strategies on the use of the data. This combined session
concludes the pilot. APQC plans to take the pilot to scale nationwide and
internationally over the next ve years.
36Section 3. Appendix C
Appendix D: Glossary
Benchmark target
The value of a performance measure in the 80th percentile of the distribution.
Cost effectiveness
Producing good results for the amount of money spent.
Cycle time
The length of time it takes to complete a process or sub-process; measured in
hours, days or weeks.
Efciency
A process that results in less resourcestime, money, energybeing spent to
attain the desired product.
Histogram
A graphic representation of a frequency distribution in which the horizontal axis
is determined by the span of values calculated for performance measures and the
vertical axis is determined by the frequency that the value occurs (i.e., the number
of districts with similar values).
Median
The value at the middle of a distribution; typically, half of the sites for that measure
have a value greater than the median and half have a value lower than the median.
Percentile and Your Districts Score
A measure of relative standing describing the percentage of districts below a
specic value within the distribution; for example, a district score in the 65th
percentile would indicate that only 35% of the districts in the distribution scored
better; the higher the percentile, the better your district performed on this measure
relative to all districts in the study.
Performance measure
A measure of performance based on analysis of standardized data collected
from districts using the PIIE surveys; for example, a performance measure on the
personnel cost of the recruiting process is computed by taking the total personnel
cost of full-time equivalent employees performing that process divided by the
total cost associated with the recruiting process; the higher the cost per revenue
amount, the less procient the process.
Section 3. Appendix D37
Productivity
The measurement of process, labor or equipment efciency when compared to an
established baseline.
Top and Bottom Performance
The benchmark level that reects the 20th or 80th percentile. Top performance is
dened as being at or above the top 20th percentile within the comparator group
(either all districts or districts of similar size). Bottom performance is dened as
being at or below the bottom 20th percentile.
38Section 3. Appendix D
Appendix E: Using This Report
Other factors not contained in this report may inuence these metrics and
outcomes, such as teacher quality, geography, district, state, or school board
policies. This was a study of participating districts as a pilot.
As APQC widens its survey data set and receives more data from additional
districts nationwide, we can begin to analyze the effect of many of these different
variables on the outcomes.
Nonprot APQC has specically prepared this report for your school district based
on data provided by your staff. While the data remains completely condential, we
hope you will share these ndings to improve how your district performs routine
processes.
For more information, visit APQCs Web site at www.apqc.org/PIIE, call us at
713-681-4020, or fax us at 713-681-8578.
Section 3. Appendix E39
HR Pilot FindingsPreliminary Section 3. Appendix F41
Appendix F: Survey Questions
34a. Does your district give additional compensation to teachers who commit to stay on the job
for a specied period of time?
RESPONSE YOUR DISTRICT N % PARTICIPANTS
Yes x 8 40.0%
No 12 60.0%
Dont Know 0 0.0%
No Response 0 0.0%
Total 20
34c. How does the amount (hiring bonuses) vary?
By critical needs area 5 25.0%
No bonus 13 65.0%
Up to 100% 1 5.0%
Up to 33% 1 5.0%
Total 20
35a. Does your district give additional compensation to teachers who are recruited to challenge
(i.e., AYP) schools?
Yes 4 20.0%
No 15 75.0%
Dont Know 0 0.0%
No Response 1 5.0%
Total 20
36a. Does your district give additional compensation to teachers who commit to stay on the job
for a specied period of time?
Yes 3 15.0%
No 17 85.0%
Dont Know 0 0.0%
No Response 0 0.0%
Total 20
39. What factors does your district consider in selecting colleges to visit to employ graduates?
(Select all that apply.)
Diversity x 18 90%
Size 11 55%
Geographical proximity x 18 90%
Education program 19 95%
Partnerships 13 65%
Graduating students in
critical shortage areas x 20 100%
Experience with the college 18 90%
Other 4 20%
41a. Does your organization develop an annual stafng plan?
Yes x 19 95%
No 1 5%
Dont know 0 0%
No Response 0 0.0%
Total 20 100%
41b. What are standard elements of the stafng plan? (Select all that apply.)
Recruiting sources 16 80.0%
Recruiting calendars 16 80.0%
Recruiting cost projections 13 65.0%
Employment needs projections 14 70.0%
Staff assignments/responsibilities 14 70.0%
Student enrollment projections 15 75.0%
Measures/Statistics to use when
assessing the plans effectiveness 8 40.0%
Other 2 10.0%
No Response 1 5.0%
41c. Who is responsible for its (stafng plan) development?
Assistant Supt.HR x 2 10%
Dept.Curriculum 1 5%
Dept.HR 1 5%
Dept.Multiple 3 15%
Director 1 5%
Director/ManagerHR 8 40%
Director/ManagerRecruiting 3 15%
No Response 1 5%
Total 20 100%
41d. Who participates in its (stafng plan) development?
Dept.Multiple x 3 15%
DirectorHR 1 5%
DirectorRecruiting 1 5%
HR Staff 7 35%
Principals, Other 5 25%
School Board, Other 1 5%
No Response 2 10%
Total 20 100%
42Section 3. Appendix F
41e. Who approves the (stafng) plan?
Chief HR/Instruction/Operations x 3 15%
Dept.HR 1 5%
Dept.Multiple 1 5%
Deputy/Assistant/Associate Supt. 4 20%
DirectorHR 4 20%
No approval 1 5%
School Board 1 5%
Superintendent 2 10%
Superintendent, School Board 1 5%
No Response 2 10%
Total 20 100%
41f To whom is it (stafng plan) given?
Executive Team x 5 25%
HR Staff 4 20%
HR Staff, Executive Team 4 20%
HR Staff, Principals 1 5%
HR Staff, School Board 1 5%
School Board 1 5%
Superintendent 1 5%
No Response 3 15%
Total 20 100%
41g Which department outside of HR does your recruiting organization go to obtain components
for the (stafng) plan?
Budget x 4 20%
Budget, Other 4 20%
Other 2 10%
Principals, Other 3 15%
No Response 7 35%
Total 20 100%
Section 3. Appendix F43
42 Which recruiting activities does your district do? (Select all that apply.)
We develop an annual recruiting plan
including recruiting trips costs, etc. x 20 100.0%
We outsource recruiting
(head hunters, etc.) for all positions. 1 5.0%
We outsource recruiting
for select positions. 5 25.0%
We have contracts with
various job boards. x 8 40.0%
We collect data on the
effectiveness of recruiting
trips/sources to help in planning. 16 80.0%
We collaborate in regional
recruiting events and activities. x 16 80.0%
Enough applicants seeks us out that
we do very little external recruiting. 5 25.0%
We use standard application forms
for all positions. 14 70.0%
We accept a resume in lieu of an
application form. 3 15.0%
43 How are vacancies posted/publicized? (Select all that apply.)
Electronically on commercial/
professional job boards. x 14 70.0%
On your organizations
Web siteInternet 19 95.0%
On your organizations
Web siteintranet x 12 60.0%
Newspaper ads 20 100.0%
Professional magazine
ads/web sites 16 80.0%
In-house publications 11 55.0%
Company bulletin boards x 14 70.0%
College career services x 14 70.0%
Distributed to external recruiters 3 15.0%
Cable TV x 8 40.0%
Commercial TV 1 5.0%
Community centers 4 20.0%
Libraries x 4 20.0%
Grocery stores 1 5.0%
Movie theaters 4 20.0%
Roadside signs 2 10.0%
Word of mouth 15 75.0%
Other 4 20.0%
45 What position control process does your organization use? (Select all that apply.)
We do not have a formal position control process. 2 10.0%
Position control is a manual process. 3 15.0%
Position control is managed using
a commercial product. x 11 55.0%
Position control is managed using an
automated process developed in house. 8 40.0%
Position control is an HR function. x 8 40.0%
Position control is a management/
budget function x 16 80.0%
Position control is a local school/
department/ofce function. 1 5.0%
Other 0 0.0%
46 If a formal position control process is used, please select all that apply:
Position control software interfaces
with other HR data systems such
as a job board, HRMS system,
on-boarding software, etc. 5 25.0%
No vacancy can be advertised
before an ofcial vacancy exists. x 13 65.0%
No vacancy can be lled unless
an ofcial vacancy exists. x 16 80.0%
Assignments to a non-budgeted
position (overhire) must be approved 9 45.0%
47 Who authorizes employment within your district? (Select all that apply.)
HR director 15 75.0%
Principal/Director/Manager 6 30.0%
Staffer/Recruiter 6 30.0%
Superintendent 9 45.0%
Deputy/Associate superintendent 7 35.0%
Other 5 25.0%
48 Please answer the following for position descriptions: (Select all that apply.)
Exist for all unique permanent positions such as principals
secretary, trash service worker, art teacher, wide area engineer,
reading specialist, special education paraeducator, etc. 13 65.0%
Exist only for job families such as teacher, plumber, secretary,
computer services, etc. 5 25.0%
Are only developed by HR staff 5 25.0%
Must exist for all advertised positions x 15 75.0%
Must all be approved by HR staff x 14 70.0%
Are reviewed at specied intervals 8 40.0%
Are reviewed upon request x 18 90.0%
49 Who participates in recruiting? (Select all that apply.)
HR staff 20 100.0%
Retired staff 8 40.0%
Principals/Managers x 19 95.0%
Community members x 3 15.0%
Recent graduates 5 25.0%
Other 3 15.0%
50 How wide does your district cast its recruiting net in terms of campus visits and recruiting
events? (Select all that apply.)
We recruit only in our community. x 1 5.0%
We recruit regionally within our state or metropolitan area. 19 95.0%
We recruit out of state. 18 90.0%
We recruit internationally. 11 55.0%
51 What selection tools does your organization use and for what positions? (Select all that
apply.)
SecretaryTest/Prole 11 55.0%
SecretaryResume Scanning 10 50.0%
SecretaryHR Interview 9 45.0%
SecretaryWorksite Interview x 17 85.0%
Building and groundsTest/Prole x 6 30.0%
Building and grounds
Resume Scanning 8 40.0%
HR Interview x 9 45.0%
Worksite Interview 14 70.0%
ParaeducatorTest/Prole x 7 35.0%
ParaeducatorResume Scanning 10 50.0%
ParaeducatorHR Interview 9 45.0%
ParaeducatorWorksite Interview 17 85.0%
Classroom teacherTest/Prole x 12 60.0%
Classroom teacher
Classroom teacher
HR Interview 14 70.0%
Classroom teacher
Assistant PrincipalTest/Prole 10 50.0%
Assistant Principal
Resume Scanning x 14 70.0%
Assistant Principal
Assistant Principal
Worksite Interview x 15 75.0%
51 What selection tools does your organization use and for what positions? (Select all that
apply.) (continued)
PrincipalTest/Prole 10 50.0%
PrincipalResume Scanning 15 75.0%
PrincipalHR Interview x 16 80.0%
PrincipalWorksite Interview 14 70.0%
Guidance counselorTest/Prole 9 45.0%
Guidance counselor
Resume Scanning x 15 75.0%
Guidance counselor
Guidance counselor
Skilled tradesTest/Prole x 7 35.0%
Skilled tradesResume Scanning 10 50.0%
Skilled tradesHR Interview 9 45.0%
Skilled tradesWorksite Interview 15 75.0%
School bus operatorTest/Prole 11 55.0%
School bus operator
School bus operator
School bus operator
Worksite Interview x 14 70.0%
Ofce/Finance/Management
Test/Prole 5 25.0%
OT/PTTest/Prole 6 30.0%
OT/PTResume Scanning 14 70.0%
OT/PTHR Interview x 8 40.0%
OT/PTWorksite Interview 16 80.0%
Speech pathologist
Test/Prole 9 45.0%
Speech pathologist
Speech pathologist
Speech pathologist
52 In general, to select candidates for interviews, the following documents are required: (Select
all that apply.)
Resume 16 80.0%
Application form (could include
criminal background information) x 19 95.0%
References 14 70.0%
Transcripts 13 65.0%
Certicates/License x 13 65.0%
Criminal background 12 60.0%
Other 4 20.0%
53 Please answer the following regarding your districts new hire interview processes: (Select all
that apply.)
All applicants are interviewed
by personnel staff. 8 40.0%
Some applicants are interviewed
only by principals and managers. 11 55.0%
Applicants are screened before
interviewing. 16 80.0%
Interviews can be conducted by
telephone. x 14 70.0%
Interviews are conducted using
a structured, formal process. x 16 80.0%
Our structured interview questions were
researched and developed internally. x 10 50.0%
We use a commercial interview process. 4 20.0%
We outsource interviewing. 1 5.0%
54 Please answer the following regarding your districts internal interview processes: (Select all
that apply.)
All applicants are interviewed
by personnel staff. 14 70.0%
Some applicants are interviewed
only by principals and managers. x 16 80.0%
Applicants are screened
before interviewing. x 11 55.0%
Interviews can be conducted
by telephone. 17 85.0%
Interviews are conducted using
a structured, formal process. x 8 40.0%
Our structured interview
questions were researched
and developed internally. 3 15.0%
We use a commercial interview
process. 0 0.0%
We outsource interviewing. 8 40.0%
55 Please answer the following regarding references: (Select all that apply.)
Required as part of initial screening 8 40.0%
Required before an
employment ofce is made 16 80.0%
Are not always needed 2 10.0%
Can be checked by telephone x 15 75.0%
Are submitted on a special form 10 50.0%
Must include the most recent
employer/supervisor x 15 75.0%
Are checked only by HR personnel x 4 20.0%
Are checked only principals/managers 1 5.0%
May be checked either
by HR staff or hiring managers 16 80.0%
Can include recent employee
evaluations. 10 50.0%
56 For what positions are tests required? (Select all that apply.)
SecretaryStandardized x 10 50.0%
SecretaryWork sample 5 25.0%
SecretaryDrug/Alcohol x 3 15.0%
SecretaryOther 2 10.0%
Building and groundsStandardized 2 10.0%
Building and groundsWork sample 0 0.0%
Building and groundsDrug/Alcohol 5 25.0%
Building and groundsOther 2 10.0%
ParaeducatorStandardized x 12 60.0%
ParaeducatorWork sample 1 5.0%
ParaeducatorDrug/Alcohol 2 10.0%
ParaeducatorOther x 2 10.0%
Classroom teacherStandardized 11 55.0%
Classroom teacherWork sample 1 5.0%
Classroom teacherDrug/Alcohol 2 10.0%
Classroom teacherOther x 3 15.0%
Assistant PrincipalStandardized x 11 55.0%
Assistant PrincipalWork sample 3 15.0%
Assistant PrincipalDrug/Alcohol 2 10.0%
Assistant PrincipalOther x 2 10.0%
PrincipalStandardized 11 55.0%
PrincipalWork sample 3 15.0%
PrincipalDrug/Alcohol 2 10.0%
PrincipalOther 2 10.0%
Guidance counselorStandardized x 9 45.0%
Guidance counselorWork sample 1 5.0%
Guidance counselorDrug/Alcohol 2 10.0%
Guidance counselorOther 3 15.0%
56 For what positions are tests required? (Select all that apply.) (continued)
Skilled tradesStandardized 5 25.0%
Skilled tradesWork sample 2 10.0%
Skilled tradesDrug/Alcohol 5 25.0%
Skilled tradesOther 5 25.0%
School bus operatorStandardized 10 50.0%
School bus operatorWork sample 0 0.0%
School bus operatorDrug/Alcohol 13 65.0%
School bus operatorOther 6 30.0%
Standardized 6 30.0%
Work sample 2 10.0%
Drug/Alcohol 3 15.0%
Ofce/Finance/ManagementOther 2 10.0%
OT/PTStandardized 8 40.0%
OT/PTWork sample 1 5.0%
OT/PTDrug/Alcohol 2 10.0%
OT/PTOther 2 10.0%
Speech pathologistStandardized 9 45.0%
Speech pathologistWork sample 1 5.0%
Speech pathologistDrug/Alcohol 2 10.0%
Speech pathologistOther 3 15.0%
57 At what point are unsuccessful candidates notied? (Select all that apply.)
After the selection process for
a specic vacancy is complete x 15 75.0%
As soon as a determination
of not qualied is made x 8 40.0%
Only in response to inquiries x 7 35.0%
Always for executive-level positions 9 45.0%
Never in response to unsolicited applications 3 15.0%
58 How are unsuccessful candidates notied? (Select all that apply.)
In writing x 17 85.0%
By telephone 11 55.0%
The reasons for disqualication
are explicitly stated. x 2 10.0%
Only by HR representatives 8 40.0%
Using an automated process x 3 15.0%
Using a manual and individual process 9 45.0%
59 How are employment offers made? (Select all that apply.)
Only by an HR representative 6 30.0%
By a principal/manager x 0 0.0%
By telephone and then
conrmed in writing x 11 55.0%
Conrmed in writing only 10 50.0%
Contracts and offer letters
are generated electronically x 12 60.0%
On boarding is conducted
only by HR staff 3 15.0%
On boarding is completed by payroll,
budget or some other organizational unit 8 40.0%
60 How are salary and benets negotiated? (Select all that apply.)
Salary and benets are determined
using standard rules based on
factors such as training and experience. 14 70.0%
Salary and benets are negotiable for all positions. 1 5.0%
Salary and benets are negotiable
for executive-level positions. x 8 40.0%
for trades and industry positions. 4 20.0%
for teacher-level positions. x 2 10.0%
in critical shortage areas. x 1 5.0%
for assignments to unique positions. 3 15.0%
only by an HR representative. x 7 35.0%
Salary and benets are determined by
payroll, budget, or some other organizational unit. 4 20.0%
Principals/managers can negotiate
salary and benets 1 5.0%
Salary and benets are never negotiable. 2 10.0%
61a What documents are required before and employment offer can be made? (Select all that
apply.)
Ofcial transcript 13 65.0%
References x 15 75.0%
Ofcial verication of
previous employment 6 30.0%
Criminal background check 12 60.0%
Teaching or other required credential x 15 75.0%
Pre-employment physical 7 35.0%
Drug/alcohol testing x 5 25.0%
Other 2 10.0%
61b On which documents is an offer of employment contingent (meaning that an offer is made
and the candidate is allowed to go through processing but not present for the rst of
employment until these documents/processes are accomplished)? (Select all that apply.)
Ofcial transcript 11 55.0%
References 9 45.0%
Ofcial verication of
previous employment x 7 35.0%
Criminal background check 14 70.0%
Teaching or other required credential 11 55.0%
Pre-employment physical x 8 40.0%
Drug/alcohol testing 8 40.0%
Other 5 25.0%
62 What information is retained for hires? (Select all that apply.)
All documents collected during
application and screening. x 15 75.0%
Basic identiers such as name, applicant
number, race, and reason for hiring. 8 40.0%
Select documents such as transcript and references. 7 35.0%
62 How long are all documents that are collected during application and screening retained (for
hires)?
12 to 36 months x 2 10.0%
37 to 60 months 1 5.0%
Longer than 60 months 3 15.0%
Duration of employment 2 10.0%
Permanent 7 35.0%
No Response 5 25.0%
62 How long are basic identiers such as name, applicant number, race, and reason for hiring
retained (for hires)?
12 to 36 months x 1 5.0%
37 to 60 months 0 0.0%
Permanent 5 25.0%
No Response 10 50.0%
62 How long are select documents such as transcripts and references retained (for hires)?
12 to 36 months x 1 5.0%
37 to 60 months 0 0.0%
Permanent 5 25.0%
No Response 11 55.0%
63 What information is retained for non-hires? (Select all that apply.)
All documents collected during
application and screening. x 17 85.0%
Basic identiers such as name, applicant
number, race, and reason for hiring. 5 25.0%
Select documents such as
transcript and references. 6 30.0%
64a In general, how long are records retained on-site regardless or hiring status (in months)?
12 to 36 months x 13 65.0%
37 to 60 months 0 0.0%
Permanent 0 0.0%
No Response 2 10.0%
64b In general, how long are records retained off-site regardless or hiring status (in months)?
12 to 36 months x 5 25.0%
37 to 60 months 1 5.0%
Permanent 2 10.0%
No Response 8 40.0%
65 How are applications led? (Select all that apply.)
Alphabetically 18 90.0%
By date received x 9 45.0%
By position applied for 10 50.0%
By recruiter x 1 5.0%
By requisition number 3 15.0%
Other 3 15.0%
66 What is the minimum information required to create an applicant record? (Select all that
apply.)
Resume 8 40.0%
Name and social security number x 10 50.0%
On-line registration x 10 50.0%
Letter of interest 1 5.0%
Other 6 30.0%
67 How are applications stored? (Select all that apply.)
In paper les 16 80.0%
Electronically x 18 90.0%
68 How are non-hire stored? (Select all that apply.)
In paper les 15 75.0%
Electronically x 17 85.0%
69a If a commercial automated applicant tracking system is used, what are its capabilities? (Select
all that apply.)
Applications are scanned,
veried, and retained. 4 20.0%
Applicants complete an online
application form. 11 55.0%
Application requires only a resume. x 2 10.0%
The system stores documents such
as references, transcripts, pictures, etc. 8 40.0%
Basic applicant information is entered manually. 3 15.0%
The system has some screening capability 9 45.0%
The system automatically generates
notication of receipt of an application. 8 40.0%
The system can produce certain
on-boarding documents and forms x 6 30.0%
The system shares data with other
HR databases. 4 20.0%
The system automatically accepts
applications from commercial job boards. 1 5.0%
Applications can be archived/stored
for an extended period. 8 40.0%
Applications can be purged by date
or some other factor in batch mode. x 9 45.0%
70 What is the minimum information required to create an applicant record? (Select all that
apply.)
Resume 8 40.0%
Name and social security number x 8 40.0%
On-line registration 11 55.0%
Letter of interest x 2 10.0%
Other 1 5.0%
73 To whom does the HR department report? (Select all that apply.)
Superintendent x 11 55.0%
Assistant Superintendent 2 10.0%
Associate Superintendent x 1 5.0%
Research and Evaluation 0 0.0%
Chief Academic Ofcer 0 0.0%
Chief Operating Ofcer 5 25.0%
Administrative Services 0 0.0%
Other 2 10.0%
74 Who does the HR department regard as the customers of its processes? (Select all that
apply.)
Instruction 18 90.0%
Instructional Support x 17 85.0%
Business Services 14 70.0%
School Board x 15 75.0%
Students 15 75.0%
Parents 13 65.0%
Community x 14 70.0%
Other 4 20.0%
75 How are these customers informed and/or linked to your processes? (Select all that apply.)
Joint Process Teams 6 30.0%
Process maps 7 35.0%
Database documents 9 45.0%
Informal conversations x 14 70.0%
Meetings 17 85.0%
Surveys 14 70.0%
Newsletters 11 55.0%
Press releases x 7 35.0%
Other 6 30.0%
76 By what methods do you know how satised your customers are with your HR processes?
(Select all that apply.)
Written surveysannual 10 50.0%
Written surveysquarterly x 3 15.0%
Conversation 15 75.0%
Quantitative metrics
(i.e., objective data) 5 25.0%
Informal feedback x 16 80.0%
Other 3 15.0%
78 Please provide the following information regarding your districts health care plan: (Select all
that apply.)
Tiered system based on
years of service 2 10.0%
Electronically cafeteria
plan or choice plan x 13 65.0%
Employees get money or other
incentives for not using the plan
or not using the most expensive one. 5 25.0%
79a Does your district offer a new teacher support program?
Yes x 15 75.0%
No 0 0.0%
Dont know 0 0.0%
No Response 5 25.0%
Total 20 100%
PIIE
Process Improvement and Implementation in Education
123 North Post Oak Lane, Third Floor
Houston, TX 77024-7797
+1-713-681-4020 800-776-9676
Web: www.apqc.org/PIIE
E-mail: PIIE@apqc.org
2005 APQC. ALL RIGHTS RESERVED.
PI I E

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