General recommendations and wild ideas
| General recommendations | ||
|---|---|---|
| Awareness | Hold panelists and chair accountable | Assign referee role to officer or observer |
| Do not allow discussions about criteria, applications and outside formal meeting | ||
| Sanction unwanted behavior/norm violations | ||
| Expose the “false positive” consequences of overselling | ||
| Accountability | Raise bias awareness | Mention it in call materials |
| Provide training to evaluators (using video) | ||
| Change selection habits | Call bias when it is seen/heard/observed | |
| Expose the narrow band, broaden the ideal image and reduce lack of fit | ||
| Biased language | Address use of biased language | Scan written text (including call texts and evaluation reports) using software |
| Use a linguistic bias checklist or app for observers | ||
| Carefully consider using narrative CV formats (room for linguistic bias) | ||
| Criteria | Specify meaning of criteria | Specify/disambiguate criteria more |
| Discuss the meaning of criteria when training evaluators/panels first meet | ||
| Demand using both inclusion and exclusion arguments | ||
| Communicate compensation rules (within and between criteria) | ||
| Build in calibration time and instructions | ||
| Build in appeal on process and criteria application | ||
| Wild idea: develop a criterion on the enacted performance as such | ||
| Wild idea: build in a threshold for lottery and/or person-job fit | ||
| Structure | Apply criteria in equal measure to all applications | Change forms and process to evaluate per criterion, not per applicant |
| Develop and introduce instructions on discussion structure, interview guide, etc | ||
| Split the evaluation of the CV/idea (in the process, the package or the panel) | ||
| Drop or blind the evaluation of the CV | ||
| Time | Spend equal amounts of time | Check and control time spend on each |
| Wild | Wild ideas | Lottery, thresholds plus lottery, veto and wild cards |
| Virtual versus physical settings: differences, similarities, needs and challenges | ||
| General recommendations | ||
|---|---|---|
| Awareness | Hold panelists and chair accountable | Assign referee role to officer or observer |
| Do not allow discussions about criteria, applications and outside formal meeting | ||
| Sanction unwanted behavior/norm violations | ||
| Expose the “false positive” consequences of overselling | ||
| Accountability | Raise bias awareness | Mention it in call materials |
| Provide training to evaluators (using video) | ||
| Change selection habits | Call bias when it is seen/heard/observed | |
| Expose the narrow band, broaden the ideal image and reduce lack of fit | ||
| Biased language | Address use of biased language | Scan written text (including call texts and evaluation reports) using software |
| Use a linguistic bias checklist or app for observers | ||
| Carefully consider using narrative CV formats (room for linguistic bias) | ||
| Criteria | Specify meaning of criteria | Specify/disambiguate criteria more |
| Discuss the meaning of criteria when training evaluators/panels first meet | ||
| Demand using both inclusion and exclusion arguments | ||
| Communicate compensation rules (within and between criteria) | ||
| Build in calibration time and instructions | ||
| Build in appeal on process and criteria application | ||
| Wild idea: develop a criterion on the enacted performance as such | ||
| Wild idea: build in a threshold for lottery and/or person-job fit | ||
| Structure | Apply criteria in equal measure to all applications | Change forms and process to evaluate per criterion, not per applicant |
| Develop and introduce instructions on discussion structure, interview guide, etc | ||
| Split the evaluation of the CV/idea (in the process, the package or the panel) | ||
| Drop or blind the evaluation of the CV | ||
| Time | Spend equal amounts of time | Check and control time spend on each |
| Wild | Wild ideas | Lottery, thresholds plus lottery, veto and wild cards |
| Virtual versus physical settings: differences, similarities, needs and challenges | ||
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