Best Practices in the Art of Recruitment

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1 University 2013 JOINT of CONFERENCE the Pacific School of Dentistry DEPARTMENT CHAIRS WORKSHOP Faculty Recruitment, Development, and Retention Best Practices in the Art of Recruitment Alan H. Gluskin DDS Professor and Co-Chair Chair Arthur A. Dugoni School of Dentistry San Francisco, CA Dental School Mission A mission statement describes the general purpose and/or goals of a particular institution. A mission statement of a university may be broad, vague or at times lofty. As one moves downward through the university structure to the college or departmental levels, however, mission statements should become more specific in describing the goals of the particular unit. Do the mission statements of the dental school and the endodontic department complement the personal goals of your candidate / applicant? Mission Statement Department of Endodontics University of the Pacific School of Dentistry The Department of Endodontics shall: Transfer knowledge of Endodontology based on scientific evidenceat the highest levels achievable to students and the profession at large. Promote comprehensive care in clinical education and be an active player in the process. Establish high standards of competency in Endodontics, communicate them, and insist that they be met through a calibrated and expert faculty. Establish a culture of teaching that promotes compassionate patient care at the highest possible standards of service for their individual needs. Endeavor to assist in and create departmental models that fit aneducational philosophy of humanism, where departments bridge curricular issues for the common good. Adhere to the binding Mission of the School of Dentistry in spirit and custom. School of Dentistry Mission Prepare oral healthcare providers for scientifically based practice Define new standards for education Provide patient-centered care Discover and disseminate knowledge Actualize individual potential Develop and promote policies addressing the needs of society

2 Administrative Structure Understanding the organizational structure of the dental school and department will assist the candidate in establishing a sense of the lines of authority within which they will be expected to work. Faculty Orientation Faculty Orientation to the Department Formal orientation program to the Dental School How do I arrange vacations or CE absences during times with teaching commitments? Faculty Orientation Faculty Evaluations Career Portfolio Career Goals and directions Role of teaching effectiveness and evidence in promotion Merit evaluations; who does them? University and dental school s definition of scholarship, teaching, service, patient care. Faculty Development Sabbatical or extended leave policies. What are the expectations regarding the balance among teaching, research and service? Does the department have a strong support staff. New paradigms in recruitment Endodontic departments and administrators need to start thinking like coaches. Coaches go out and find the talent they need. They don't put ads in thejournals and then sit back and wait. Candidates need to feel that they will be truly welcome at the institution. Involve deans, other department members in the recruitment process to demonstrate that the candidate will find a place in the dental school community. Continually recruit don't wait for searches for announced vacancies.

3 Generational recruitment Provide funds for research and opportunities to work with experienced faculty.junior faculty can benefit greatly from the sponsorship and mentorship of senior faculty. Differences and tensions between the Baby Boom generation (born ) and Generation X (born ) have profound implications for the future of academic dentistry. By and large, department heads and senior faculty are Boomers; today s junior faculty are Generation X ers. Looking at these issues in terms of the generations involved offers insights into a number of faculty development challenges, including inadequate and inexpert mentoring, work life conflicts, and low faculty morale. A generation refers to a group experiencing history from the perspective of the same phase of life. The era into which we re born thus shapes us. As life spans have increased, more generations are now alive simultaneously Individuals tend not to see their own lives as part of an era. Generation X ( ) Work hard if balance allowed Expect many job searches Paying dues not relevant Self-sacrifice may have to be endured, occasionally Question authority Boomers ( ) Work hard out of loyalty Expect long-term job Pay dues Self-sacrifice is virtue Respect authority By and large, department heads and senior faculty are Boomers. Today s junior faculty are Generation X ers The subsequent Millennial Generation ( ) is now in and beginning to enter dental school.

4 Dental schools should recognize and evaluate mentoring as a core academic responsibility New faculty hires must hit the ground running. Access to expert mentoring is required in order to accomplish this feat, that is, to acquire insights into the complexities of the organizational culture. They must learn the unwritten rules of the game and to negotiate effectively for resources Many chairs are under such pressure from their administrations to generate more clinical dollars that their financial concerns may supersede or conflict with their roles as mentors. They may no longer be able to advocate for protected academic time for their junior faculty An academic institution s faculty is its greatest asset. Thus the recruitment and preparation of the next generation of first-rate faculty ought to be of greatest concern to the institution The AAE must lobby our nation s dental school administrators to stand up for clinical teaching by endodontists. 2. Every Department or Section of Endodontics should make concerted efforts to create a culture of support, camaraderie and positivism. 3. Recruitment efforts need a stronger focus on the local community 4. Lack of practice opportunities whether they are intramural or extramural should no longer be the reason an individual turns away from a career in teaching.

5 5. The AAE is to be highly commended for their efforts to subsidize the education of future educators through the Endodontic Educator Fellowship Award. 6. The role of teaching as a career should be held in high esteem. 7. The AAE should encourage the American Board of Endodontics to really think outside of the box in an effort to alleviate the dearth of Board certified educators. 8. The AAE was frequently praised for it efforts in support of education and the role of educators. The State of Endodontic Faculty AAE Affiliate Leadership Meeting Responses of: 46 Department Chairs (DCs) 97 Endodontic full time faculty members The State of Endodontic Faculty: Fabricio Teixeira, Educational Affairs Committee April 18th Web-based survey, March 27 April 13, 2012 The State of Endodontic Faculty Institution The highest percentages of both faculty members and department chairs work in public institutions (64% and 61%, respectively), while about three in 10 faculty members (31%) and two in 10 department chairs (20%) work in private institutions.

6 Institution 77%... institutions are non-profit, 89% have endodontic residency programs 59%... Department of Endodontics within their institution; one-quarter (25%) say Division. 72%... indicate their institution determines faculty status (full-time vs.part time) by the number of days worked; however, some institutions use hours (16%) or another type of measurement (12%). Overall, department chair responses in 2012 for the previous items are consistent with results from 2003; for example, approximately eight in 10 department chairs indicate their institution has an endodontic residency program (85% in 2012; 80% in 2003). However, excluding those in military or hospital-based institutions, department chairs indicate there are, on average, a greater number of predoctoral students enrolled in their dental school in 2012 (351), compared to in Endodontic Faculty Additionally: Full-time status requires faculty to, on average, work a minimum of four days or 33 hours, teach 3-4 non-clinical classes each year, and cover the clinic three days per week. Part-time status requires faculty to, on average, work a minimum of 1.5 days or 13 hours, and cover the clinic about one day per week. Endodontic Faculty Endodontic Faculty The highest percentages of faculty members (81%) and department chairs (68%) indicate publicationsas a top factor in determining the tenure and promotion of faculty. Funded research(46%, FMs; 32%, DCs) Teaching(36%, FMs; 41%, DCs) These three factors also were ranked among the most important factors in Faculty Compensation Faculty Retention? Respondents indicate that, on average, one full-time and one part-time endodontic faculty member have left their department in the past three years. Factors they think play a role in an endodontist leaving teaching: Compensation Frustration with administration Retirement

7 Faculty Compensation Faculty development Faculty development Questions for Department Chairs Respondents indicate that, on average, endodontic faculty have seven days per year available for professional development (e.g., retreats, in-house meetings, CE). However, DCs tend to report a significantly higher number of days (9), on average, compared to FMs (6). Questions for Department Chairs Observations/Recommendations LCWA Research Group took a comprehensive view of the survey results through the lens of attracting and retaining endodontic faculty. We provide three key researcher observations: 1.The state of endodontic residency programs is stable; however, hiring freezes in recent years may have contributed to negative perceptions of staff resources. The percentage of endodontic residency programs has remained steady, and most are still defined as departments within public institutions, as in The average number of predoctoral dental students has increased; however, the number of new and current endodontic residents is about the same compared to Most department chairs (88%) indicate meeting grants as a way AAE could address the recruitment and retention of endodontic faculty; recognizing/awarding outstanding faculty and longevity grants also are indicated by high percentages (71% each). In contrast, considerably fewer department chairs (12%) indicate better screening for the hiring process. Nearly four in 10 department chairs report a hiring freeze from 2008-present, impacting both full-time and part-time faculty and staff. Perhaps as a result, nearly three in 10 respondents are unhappy with the quantity of staff.

8 Observations/Recommendations Observations/Recommendations 2) There is a shift in budget control from department chairs to dental school deans, but there is more flexibility in endodontic department budgets. Accordingly, dental school deans may be a key audience for future strategies/initiatives. A higher percentage of department chairs report that dental school deans are in charge of the endodontic department budget, and a lower percentage of department chairs are in control, compared to Also, a higher percentage than in 2003 about one-half of department chairs report that the dean s budget determines the endodontic budget. State allocations continue to play an important role in funding the endodontic budget. Most endodontic department budgets have operating budgets, and ahigher percentage of department chairs report having discretionary and clinical budgets than in ) There are opportunities for the AAE to leverage current and future academicians desire for research opportunities and prestige/reputation during major AAE events (e.g., having special award ceremonies, research grant opportunities and publication opportunities). Nearly all faculty and department chairs have access to the Annual AAE meeting, and many have access to the AAE Fall Conference and CE courses. Sharing knowledge with endodontic students, work-life balance, prestige/reputation and research opportunities are top factors motivating endodontists to enter into academics, according to the highest percentages of department chairs. Publications, funded research and teaching are the top factors determining tenure and promotion of faculty, according to the highest percentages of department chairs and faculty. Many department chairs say the AAE could address the recruitmentand retention of endodontic faculty by providing meeting, longevity and research grants; and by recognizing/awarding outstanding faculty. Mentoring Junior Faculty Attend to the continuing professional development of junior faculty members. The professional vitality of all faculty members is crucial to the well-being of any institution. Thus, a vigorous program of faculty development, encouraging new areas of research, improved teaching, and faculty leadership will benefit all. Mentoring Junior Faculty Dental schools should provide junior faculty with ready access to faculty development opportunities designed to turn their intellectual capital into academic career capital. Create a clear picture of what needs to be accomplished and divide that into achievable goals Focus on outcomes. Be clear about what needs to get done. Use a participative rather than a top-down approach In reviews, link the discussion to outcomes and performance. Ask, how would you define success in this situation?

9 Mentoring Junior Faculty Give conscientious documented feedback. Generation X ers tend to look for and appreciate frequent, frank feedback. Encourage the heart. Offer thanks, professional development opportunities, new electronic equipment, time off, and extra flexibility. Encourage the mentee to mentor others. Mentoring Junior Faculty By adhering to an inflexible career trajectory that requires the greatest time commitment in the same years that young families need the most attention, academia forces unnecessary either/or choices between work and family.

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