Academic Staff Recruitmentand Retention Strategies:

A Handbook for Academic Administrators

September 2007

A Message from the President of the University of Manitoba

This booklet involved many individuals in its preparation. Its intent in the first instance is to putbefore Heads of Departments, Directors of Schools, and Deans of Faculties a set of best practicesfor attracting, appointing and keeping academic staff at the University of Manitoba. As well,because no academic officer is ever the sole agent in an effective recruitment and retentionprocess, this little guidebook is worth sharing with all members of faculty.

Many factors are involved in the academic appointment process, but one of the most importantelements is an ordinary human one: the influence of and the roles played by existing members ofdepartments, schools and faculties in demonstrating that theirs is a community a talented outsiderwould want to join. For this reason, academic staff not only bring to the attention of their unithead the value that their unit would gain from the addition of another member of faculty, butthey are also active participants in the recruitment process.

Each of us has memories of the impressions made by individuals and collectivities at the time wewere each seeking an appointment, and we know both from offers that we did not accept as wellas those we did accept that, the behaviours shown towards us by members of hiring committees,staff, students, administrators and officers of a given institution influenced the decisions wemade. The impression gained about the external community is equally important, especiallywhen a candidate has a spouse or partner seeking employment, and a family that hopes to putdown roots to establish a new home.

Once appointed, members of faculty continue to have choices in whether they wish to remainhere, and certainly there are many reasons why individuals may choose to leave a university. However, if one’s career ambitions can be realized at an institution, in part because the academiccommunity itself is well-knit, and if one’s family is content because its members have becomerooted, then it is much more difficult for anyone to respond positively to siren songs from away.

The recruitment and retention of members of faculty are activities that do engage every memberof a department, or school or faculty at one level or another. To become colleagues, people mustinteract in meaningful ways. This booklet seeks to outline best practice approaches to theappointment of new people, and the keeping of those so appointed. In it are lessons for everyonewho understands that a university can be only as good as the people who comprise it, and that wemust all be involved in building and maintaining strong little communities (departments, schools,faculties) that collectively keep the University of Manitoba strong.

EmÅke J.E. Szathmáry, PhDPresident and Vice-Chancellor

A Message from the Vice-Provost (Academic Affairs)

This document includes recommendations and insights from a committee established by JamesS. Gardner, Vice-President (Academic) and Provost in 2001. The members of that committeeincluded Wendy Dahlgren (then Acting Vice-Provost (Academic Affairs)), as well as DavidCollins (Dean, Faculty of Pharmacy), Jerry Gray (former Dean, I.H. Asper School of Business),David Witty (Dean, Faculty of Architecture), as well as Dr. Lynn Taylor (former Director,University Teaching Services), and Terry Voss (Executive Director, Human Resources). Building on the fine work that the committee has done, I have incorporated additionalinformation, strategies and resources to assist department heads, faculties and schools in tacklingthe important work of recruitment and retention.

It is not possible to emphasize just how important recruitment is to retention. How well peopleare treated throughout the search process (including but not limited to their campus visit for a jobinterview) shapes their impressions of us. How well we deliver on promises made in the letter ofoffer shapes how easily new hires transition to life at the University of Manitoba. Whetherindividuals find a sense of community and collegiality influences their integration into anacademic unit, their ease in settling into their teaching and research activities, and their overall satisfaction with work and life at the University of Manitoba. And the sooner an individual isable to set down roots here, the less likely they will think about opportunities elsewhere.

As is evident from this handbook, the department head (and in non-departmentalized facultiesand schools, the dean/director) plays a pivotal role in recruitment, retention and facultydevelopment, and typically serves as the point of first contact, the key sponsor and mentor fornew hires. But the work of creating and sustaining a welcoming environment is a collectiveresponsibility involving all academic and non-academic staff.

It is my hope that you will find useful ideas and strategies to apply in working with members ofyour department, faculty or school. While the focus here is primarily on early-stage faculty,there are important principles contained in this handbook that apply equally well to all faculty inhelping them to achieve their personal and professional goals, and making this a truly great placeto live, work, and learn.

Karen R. Grant, PhDVice-Provost (Academic Affairs)

Table of Contents

Recruitment Strategies: Guidelines for Administrators . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1Anticipation Stage – Accurately Projecting Needs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1Identify a Specific Position to be Filled . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2Permission to Fill . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2Creating a Pool of Candidates . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2Preparing a Short List and Planning the Visits . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3Conducting Each Visit . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3Successfully Recruiting the First-Choice Candidate . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3Preparing for the New Appointee’s Arrival . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4On the First Day . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5During the First Week . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5During the First Month . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7At the End of the First Term . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8At the End of the First Year . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8Throughout the Probationary Period or During the First Few Years . . . . . . . . . . . . . . . . 9

Retention Strategies: Guidelines for Administrators . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10General Strategies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13Strategies Related to Financial Issues . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13Strategies Related to Working Conditions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13Strategies Related to Infrastructure . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14Strategies Related to Reputation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14Strategies Related to Quality of Life . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14

Resources on Recruitment and Retention of Academic Staff . . . . . . . . . . . . . . . . . . . . . . . . . . . 15

Appendix 1: Everything You Wanted to Know, But Were Afraid to Ask . . . . . . . . . . . . . . . . . 16

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Recruitment Strategies:Guidelines for Administrators

ANTICIPATION STAGE –ACCURATELY PROJECTING NEEDS

1. Review the proportional representationand under-representation of designatedgroups. Equity Services provides profilesof faculty/school workforces includingthe representation of designated groups orunder-representation of groups.

2. Use up-to-date Institutional Statistics (IS)information to develop three-year staffingplans (available from the Office ofInstitutional Analysis atwww.umanitoba.ca/admin/institutional_analysis/).

3. Integrate projected student enrolments inthree-year staffing plans.

4. Consider opportunities for alternatefunding of academic positions such asfunded Chairs.

5. Based on data, identify target areas forrecruitment.

6. Systematically develop contacts in theseareas through strategies such as havingcurrent faculty network with colleaguesas they participate in conferences andacademic/professional associations. Some conferences include “career fairs.” Take advantage of such opportunities torecruit potential applicants and showcasethe department, faculty or school, and theUniversity of Manitoba.

7. Develop recruitment guidelines designedto attract candidates. This includes anassessment of resources to support theircareer development (start-up funds;

special leave provisions; partial teachingreductions).

8. Establish guidelines about provision ofoffice and laboratory space, computers,telephones, etc. that are conducive torecruitment.

9. Be proactive in easing the recruitment ofinternational scholars by following clearprotocols for immigration processes. Consult with Pam Trupish, Director ofImmigration Services (474-8399) forinformation about the recruitment andsettlement of international scholars. Attend a workshop on understanding theimmigration process. For moreinformation, consult the website of theVice-President (Academic) & Provost(www.umanitoba.ca/admin/vp_academic/forms.html#recruitment).

10. Attend a workshop on chairing a searchcommittee. Workshops are held duringthe fall and winter terms every year, co-facilitated by the Executive Assistant tothe Vice-President (Academic) and theEmployment Equity Officer. For moreinformation on the schedule ofworkshops, contact Paula Birrell at 474-7491. The Workshop Manual forAcademic Recruitment can be found athttp://umanitoba.ca/admin/human_resources/equity/703_manual/index.html

11. Be proactive in using availableinstitutional resources to support spousalhiring, including the identification ofacademic employment opportunities inother departments and institutions, andemployment opportunities for non-academic partners. Refer to Article 18 of

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the collective agreement for furtherinformation on the provisions for spousalhires.

12. Prepare information packages todistribute to potential candidates aboutcontact people and on-campus servicessuch as child care, recreationopportunities, health and dental care, andstaff benefits.

13. Acquire information packages forpotential candidates about Winnipeg andManitoba. See Destination Winnipeg’swebsite at www.destinationwinnipeg.ca.

IDENTIFY A SPECIFIC POSITION TO BEFILLED

1. In keeping with the provisions of thecollective agreement (Article 18), developa collaborative process for identifying aspecific position to be filled. This includesconvening a meeting of staff members withfaculty rank to make recommendations onthe hiring priorities and procedures thatwill be used.

2. Identify the resources needed to support thesuccessful implementation of this position.

PERMISSION TO FILL

1. Complete the “Request to Fill” form for theposition, including information on the typeof position (probationary, term,contingent), rank, salary, etc. (Online at: www.umanitoba.ca/admin/human_resources/services/hris/forms/index.html.)All positions must be approved through the

Strategic Initiatives Process (SIP)1 before asearch can be initiated.

2. Create a potential advertisement for theposition that emphasizes the attributes ofthe position, as well as the positive aspectsof the department/faculty/school, theUniversity, and the community.

CREATING A POOL OF CANDIDATES

1. Create a search committee in accordancewith Article 18 of the CollectiveAgreement.

2. Establish selection criteria (academic andpersonal characteristics). As well, developa systematic assessment tool or grid toevaluate candidates’ qualifications inrelation to the selection criteria.

3. Review the advertisement and identifyappropriate vehicles for effectivecommunications, including electronicdissemination and advertising inprofessional association publications andon listservs.

4. Obtain approval from the Office of theVice-President (Academic) & Provost toplace the advertisement.

5. At the same time the ad is placed, send anannouncement to contacts made withdisciplinary colleagues at other universitiesand professional associations, and askparticular faculty members to follow-upwith personal contacts.

1The SIP is administered by the Officeof the Vice-President (Academic) & Provost.

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PREPARING A SHORT LIST ANDPLANNING THE VISITS

1. Prior to the meeting of the searchcommittee, members should evaluatecandidates’ qualifications with respect tothe criteria established. In addition,references should be reviewed. This willfacilitate the process of identifying a shortlist of candidates.

2. In committee, discuss and compareassessments, and establish a short list.

3. Establish protocol for the interviewprocess. This includes developing acommon set of questions to be asked of allcandidates, and a common itinerary for allcandidates (e.g., job talk, meetings withstaff and students, delivering a lecture in anundergraduate class, touring the campusand/or department/faculty/school, meetingwith senior administrative officers in thedepartment/faculty/school, interview withthe members of the search committee). Hospitality (lunches and dinners) duringcandidate visits should also be arranged.

4. In collaboration with each short listedcandidate, make a plan for the visit. Thisincludes taking into consideration thespecific interests and needs of individualcandidates (e.g., scheduling time with arelocation specialist, providing any othersettlement information they may request,etc.).

5. Send each candidate an informationpackage about the unit, the University, andthe community, together with an agenda forher/his visit.

CONDUCTING EACH VISIT

1. Make arrangements for travel,accommodation and hospitality.

2. Designate a ‘host’ and ensure that a socialpart of the visit is organized.

3. Coordinate welcoming activities, includingground transportation and transportation toand from the University by facultymembers.

4. Provide structured opportunities forcandidates to meet other faculty (andgraduate students) in the unit.

5. Organize and publicize the formalpresentations by each candidate.

6. Conduct interviews according to theprotocols established by the searchcommittee.

7. Ensure each candidate has an equitableinterview and visit experience.

8. Follow up with candidates to thank themfor their participation in the process, and tolet them know when a decision will likelybe made.

SUCCESSFULLY RECRUITING THEFIRST-CHOICE CANDIDATE

1. Evaluate each short listed candidate in lightof their performance at the interview, andin their interactions with colleagues andstudents.

2. The Chair of the search committee shouldconduct reference checks (by telephone).

3. Make the decision in a timely manner to optimize successful recruitment.

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4. Prepare the “Summary of Search” forapproval by the Office of the Vice-President (Academic) & Provost. Thisshould be done prior to engaging in furthernegotiations with the top-ranked candidate.

5. Contact the top-ranked candidate,communicating the unit’s enthusiasticsupport for his/her recruitment.

6. Draft the letter of offer, followingUniversity protocols. The letter of offershould include all things negotiated,including any reduced teaching, start-upfunds, special equipment, etc. Sampleletters are online at www.umanitoba.ca/admin/human_ resources/academic/letters_of_offer/index.html. The letter ofoffer should be approved by theDean/Director in departmentalizedfaculties/schools.

7. Send the approved letter of offer,appending information on:

– a contact person in the unit whowill act as an advocate to supportrecruitment;– the Collective Agreement;– immigration (if appropriate);– taxation;– spousal hiring; – on-campus childcare; – relocation assistance; – real estate and/or rentalproperties; – upcoming events in Winnipeg,sport and cultural events;– the dates of the New FacultyOrientation (including the expectationthat new hires will attend thisorientation); – information on howappointment forms are processed; – contact persons for such thingsas Staff Benefits.

8. Once the candidate has signed and returnedthe letter of offer, advise the othercandidates that they were unsuccessful.

9. Notify the search committee that thecandidate has accepted the letter of offer,and thank the search committee membersfor their participation in the search process.

10. Prepare all necessary forms on theappointment of the new staff memberand submit these to Human Resources. (Avoid delays in submitting these formsso that Board of Governors approval ofthe appointment can take place at theearliest opportunity.)

PREPARING FOR THE NEWAPPOINTEE’S ARRIVAL

1. Distribute an announcement regarding thenew appointee to current faculty, staff andstudents.

2. In consultation with the new appointee,plan a social event to introduce him/her tocolleagues and staff.

3. Arrange for work space and work tools(office space, desk, telephone, keys, officesupplies, computer equipment, researchspace (if needed), mail box, ID card,computer account, voice mail, access codefor the photocopier, etc.).

4. Provide information on holidays (seeArticle 8 of the Collective Agreement), aswell as vacation entitlement and whenvacation may be taken (see Article 9 of theCollective Agreement).

5. If required, process parking application andprovide a campus map.

6. Process payroll bank deposit form.

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7. Order business cards.

8. Provide letters of introduction (e.g., banks,housing).

9. For non-Canadian citizens, provideinformation on social insuranceapplication, medical insurance, driver’slicensing, and auto insurance. Thisinformation is available online at:www.umanitoba.ca/staff/fac_recruit/move_can/index.html or by contacting PamTrupish at 474-8399.

10. Facilitate help with housing.

11. Facilitate finding physicians, dentists,and other professional services.

12. Provide advice on finding one’s wayaround, shopping, etc.

13. Facilitate access to information onschools, programs for children, etc.

14. Facilitate access to information neededby spouses/partners.

15. Provide resources such as the UniversityCalendar and Registration Guide,telephone directory, faculty/departmentbrochures and booklets, Librariesinformation, recreation services, busroutes, etc.

16. Inform the appointee that a wide rangeof University services is available (referto www.umanitoba.ca/faculty_recruitment/).

ON THE FIRST DAY

1. Department head (or designate) meets thestaff member on the first day.

2. Provide information on how to obtain anemployee number and a computer userid.

3. Provide information on contacts for supportand assistance within the department,faculty or school. This may include“Everything You Wanted to Know, ButWere Afraid to Ask.” (See attachment 1.)

4. Ensure that Staff Benefits documentationhas been completed and that benefitsquestions have been adequately answered.If necessary, refer the staff member to theStaff Benefits Office (474-7428).

5. Discuss the specifics of the individual’sassigned duties.

6. Conduct a tour of the department, facultyor school, and introduce the new staffmember to others.

7. Review office and building securityprocedures.

DURING THE FIRST WEEK

1. Enquire as to how the new appointee issettling in, and find out if s/he has anyquestions.

2. Provide an overview of the department,faculty or school.

3. Review policies and procedures specific tothe department, faculty or school (e.g.,applying for professional development andtravel funding, how to submit travel claims,travel policies, committee work, etc.).

4. Review any questions about theindividual’s appointment and forms ofevaluation (including SEEQ, the annualactivity report format, and promotion andtenure guidelines).

5. Discuss the expectations of the new

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appointee and the department orfaculty/school for teaching, research andservice.

6. Inform appointee of University policies,procedures and regulations (e.g., ROASS,Respectful Work & Learning Environment,Examination Regulations, Research Ethics,etc.). An alphabetical listing of Universitypolicies is online at www.umanitoba.ca/admin/governance/571.htm.

7. Provide information on: – the individual’s maximumuntenured period (i.e., tenuredeadline); – tenure and promotion in thefaculty or school (include copiesof policies and guidelines); and– Article 21.2.1.2 (for librarians)and Article 21.2.2.2 (for academicstaff) research study leaves whichprovide for the first six-monthresearch study leave at 100%salary following at least threeyears of service (these leavesmust begin by the sixth year ofthe appointment).

8. Identify a mentor for the new facultymember. Senior members of thedepartment, faculty or school may serve asmentors on an informal or formal basis. Ideally a mentor should be someone whoworks in a cognate field and can provideconstructive advice on the performance ofacademic duties (including teaching andresearch). If possible, identify a mentorwho is unlikely to be involved in decisionsrelated to the individual’s tenure andpromotion. This will facilitate more open,frank and constructive exchanges betweenthe mentor and the new staff member.

9. With respect to teaching:– discuss specific information onteaching assignments, howassignments fit into programs

offered, and the availability ofteaching assistants;– provide information on gradingpractices commonly used; – review policies and practicesregarding teaching and coursesyllabi, and provide samplesyllabi; – ensure that the individual hasinformation about textbookordering; – discuss how to access bookstoreand classroom (audiovisual)services;– provide access to teachingresource materials and books; and– provide information onUniversity Teaching Servicesincluding the New FacultyProgram and other professionaldevelopment workshops(www.umanitoba.ca/uts/).

10. Provide information on the Office ofResearch Grants & Contract Servicesincluding workshops on writingapplications to the national grantingcouncils (www.umanitoba.ca/research/ors/research_grant_contract.html), aswell as information on research ethicsrelated to humans and animals(www.umanitoba.ca/research/ors/ethics/index.html). Some faculty will beeligible to apply for funding through theCanada Foundation for Innovation(www.innovation.ca). Early contactwith the Office of Research Grants &Contract Services is advised.

11. Encourage use and maintenance of theUniversity’s CV Information Service. Information on the CVIS can be foundat www.umanitoba.ca/cv/.

12. Provide a schedule of department andfaculty/school council meetings.

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DURING THE FIRST MONTH

1. Incorporate regular “walking about” inyour weekly/daily routine to enhancecommunications.

2. Schedule a planning session for the firstyear. Assist the new appointee in settinggoals, identifying required and availableresources.

3. Discuss links with department and/orfaculty/school goals and priorities.

4. With respect to teaching, consider some ofthe following representative strategies:

– discuss long-term teachinginterests and how to build onstrengths in developing courses;– clarify any questions aboutresources, equipment, commonpractices in the departments, etc.; – identify teaching developmentresources such as UTS.

5. With respect to research, consider some ofthe following representative strategies:

– discuss research goals, researchopportunities available, anddeveloping a research focus;– determine space, equipment,and funding needs for the short-and long-term; – explore the availability of seedfunding and grant applicationprocesses; – provide information about theresearch interests of other facultymembers; and – introduce the new appointee todepartmental members withrelated research interests.

6. With respect to service, consider some ofthe following representative strategies:

– identify service interests; and– identify possible opportunitiesfor service in the University,

disciplinary groups and thecommunity.

7. Discuss how to document academic workin teaching, research, and service, and whatkinds of files should be maintained todevelop a dossier for promotion or tenure.Encourage the appointee to utilize theresources on building a professionalportfolio or dossier offered by UTS.

8. Discuss the challenges of time managementin academic careers, high and low returnactivities, the necessity for setting prioritiesand short-term goals, and strategies forblocking time, particularly for writing. Sponsor participation of new appointees indisciplinary and professional organizations.

9. Encourage balance within the academicrole and between academic work and otherfacets of life.

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AT THE END OF THE FIRST TERM

1. Ensure the new appointee is in theinformation loop within thedepartment/faculty/school.

2. Use casual encounters and comments toseek and give feedback.

3. Arrange to meet for coffee or lunch to talkabout how things are going.

4. Help to deal with any bottlenecks arising.

5. Include the new appointee in selected smallgroup meetings to get to know both theissues and colleagues.

6. Schedule a departmental social event.

7. Encourage participation in the UTS NewFaculty professional developmentworkshops.

8. Encourage attendance at department andfaculty council meetings.

9. Review SEEQ evaluations and provideencouragement about successful teaching.

10. Discuss progress regarding researchprojects, publications, etc.

AT THE END OF THE FIRST YEAR

The first annual review is critically importantas a course of feedback on both how wellexpectations are being met, and theexpectations themselves.

1. Conduct a performance evaluationinformed by the faculty member’s annualactivity report as well as SEEQevaluations. The performance evaluationshould include a review of the role andcontributions of the individual, recognitionof the individual’s achievements, an

assessment of the individual’s progresstowards goals, and his/her contributions tothe department, faculty or school.

– use the annual report as a careerdevelopment tool;– structure the annual report to fostergoal setting and career development;– work with the new appointee touse the first year of experienceand the first annual review as abasis for making a detailed planfor achieving tenure, if that hasnot already been done;– make a plan, workingbackwards from the tenureprocess, and use this plan to setspecific goals;– use the annual activity reportand long-term plan to set specificteaching, research and servicegoals for the coming year; – provide feedback on the short-term and long-term plansdeveloped;– support new appointees insaying “no” to more than a smallproportion of commitments thatdo not support their plans;– create expectations formanaging time to protect somefree/self time;– examine the reward structure(are there too few rewards?); and– recommend a mentor, ifappropriate.

2. With respect to teaching, consider thefollowing representative strategies:

– assist faculty members ininterpreting SEEQ feedback;– recognize effective teaching;– strategize on how to respond tofeedback; and– identify resources availablein/outside department, faculty orschool.

3. With respect to research, consider the

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following representative strategies:– provide specific feedback onresearch and scholarly writing;– recognize achievements;– help develop specific strategiesfor increasing productivity orsuccess when necessary; and– identify resources availablein/outside the department.

4. With respect to service, consider thefollowing representative strategies:

– give feedback on the amountand form of service reported; and– provide advice on high-returnservice through to tenure.

THROUGHOUT THE PROBATIONARYPERIOD (AND ESPECIALLY DURINGTHE FIRST FEW YEARS)

1. Meet regularly with new/probationaryfaculty members to gauge their progressand satisfaction. Such meetings are crucialfor all staff, particularly in the lead up tothe tenure process. In addition, suchmeetings can help a department head, deanor director assess how well individuals arebeing integrated into the unit, and theclimate of the department, faculty orschool.

2. Help the new appointee focus on building aportfolio for tenure and/or promotion.

3. Encourage specific goal setting.

4. Build collegiality. Watch for signs ofisolation (e.g., lack of engagement indepartmental/faculty/school activities;unexplained absences, etc.).

5. Celebrate success and offer thanks forcontributions.

6. With respect to teaching, consider thefollowing representative strategies:

– maintain consistent teachingassignments;– support the development of ateaching dossier;– encourage consultation onSEEQ feedback to optimizeteaching development; and– encourage the use of the PeerConsultant Program of UTS sothat individuals can get helpfuladvice on teaching effectiveness.

7. With respect to research, consider thefollowing representative strategies:

– optimize development ofresearch and writing;– support the strategic use of thefirst six-month research leave(Article 21.2.1.2 or 21.2.2.2); and– support the development ofprofile in the field through traveland networking opportunities.

8. With respect to service, consider thefollowing representative strategies:

– protect pre-tenure membersfrom service overload, whileproviding experience.

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2The Laurier Institution, Renewal and Retention: Attracting and Keeping Faculty and SeniorAdministrators at British Columbian Universities. Vancouver, 2000, p. 36.

Retention Strategies:Guidelines for Administrators

Effective recruitment strategies are integral to the retention of academic staff. The things that we do– department heads, deans and directors as well as the members of academic and other units – allcontribute to the creation of a climate in which individuals feel welcomed and committed to makingtheir careers at the University of Manitoba and their lives in Winnipeg.

Over the past decade, several Canadian universities have established task forces to conduct researchon academic recruitment and retention. In general, the findings of these studies point to a commonset of themes.

First, there are many reasons why individuals leave a university appointment. Sometimes, thedecision to leave a university post is beyond the control of the university. Perhaps the most commonsituation of this type is when a spouse/partner is offered employment in another city. But there are,as well, many factors that have been identified as contributing to individuals making the decision toleave a university appointment, including the following:

• financial considerations (e.g., non-competitive salaries, merit/reward structures);• working conditions (e.g., the balance of assigned duties in teaching and research, the availability

of supports for teaching and research such as teaching assistants, laboratory supports, etc.);• infrastructure (e.g., research facilities, research support);• reputational factors (i.e., the reputation of the university, the department or academic program);

and • quality of life issues (including work/life balance, cost of living).

Second, many of the studies on retention suggest that the critical period when individuals leave iswithin the first three years of an appointment. In a study conducted for British Columbiauniversities, The Laurier Institution concluded:

For incipient faculty members, it is relatively easier to leave while still settlinginto their environment. Once faculty members are established in theirdepartments, and surrounding communities, leaving for opportunities elsewherebecomes proportionately more difficult. For institutions trying to retain facultymembers, the critical period to apply proactive measures is in the first two to threeyears when new hires are most susceptible to leaving for ‘better’ destinations.2

The key to retention is to help individuals become rooted in the department, at the University, and inthe city and surrounding community. This task is an important one, and it is the responsibility ofeveryone at the University.

U.S. research on new scholars points to several factors that make an academic workplace a great

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3Study of New Scholars, Gender: Statistical Report (Universities). Cambridge, MA: HarvardGraduate School of Education, 2004, pp. 3-4.

place. Chait and Trower identify the following key areas:

1. Tenure (including clarity of processes, expectations, and procedures,transparency, consistency, equity, flexibility in the timeline, feedback onprogress, and reasonable performance expectations)

2. Work and Workload (including clear expectations about ‘how work timeshould be spent,’ reasonable and equitable teaching loads and class sizes,enough time and adequate support for research, and ability to balance personaland professional responsibilities)

3. Professional Development and Support (including a department chair andsenior colleagues ‘committed to one’s success,’ opportunities to collaboratewith senior faculty, mentoring, and ‘a good fit [feeling comfortable] in one’sdepartment,’ along with more tangible items such as salary and benefits,professional assistance, and physical setting)

4. Climate (including positive interactions with colleagues, departmentaldiversity, and ‘little or no pressure to conform to colleagues re: areas ofresearch, methodology, political views, personal behavior, and attire’)

5. Policy Provisions (including formal periodic performance reviews, support forresearch and travel, limitations on service obligations, and stop-the-tenureclock provisions for parental or other responsibilities)3

In recent years, the University of Manitoba has undertaken a variety of initiatives to support facultyin the early stages of their careers. Some of these initiatives are organized centrally; others arespecific to departments, faculties and schools.

The University’s annual New Faculty Orientation is designed to welcome new faculty and providethem with essential and useful information on teaching, student affairs, information technologies, thelibraries, and research services. Some faculties conduct orientation sessions as well, either formallyor informally. Following the New Faculty Orientation, probationary faculty members are invited tomeet with the Vice-Provost (Academic Affairs) and one of the Associate Vice-Presidents (Research)to discuss aspects of the academic role (teaching, research and service), faculty development andstrategies for success.

The University 1998 Strategic Plan, Building on Strengths, recommended that new faculty beprovided with a reduced teaching load in the first two years of their appointments so that they wouldhave the opportunity to acquire specialized training in teaching and so that they would be able toestablish a research program at the University of Manitoba. Many departments, faculties and schoolsdo provide a reduced teaching load in the first (or first and second) year(s) of an appointment. Efforts are made in a number of units to limit the burden of committee and other administrativeservice on new hires at least in the first few years of an appointment.

Service units like the University Teaching Services (www.umanitoba.ca/uts/) and the LearningTechnologies Centre (www.umanitoba.ca/academic_support/ltc/) offer faculty a variety of workshopsand guidance on teaching and the integration of technology in the classroom. University Teaching

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4Maritime Provinces Higher Education Commission, Faculty Recruitment and Retention inthe Maritimes, Fredericton, 2002; University of Calgary, Report of the Task Force on Recruitmentand Retention of Academic Staff, Calgary, 2000.

Services offers a comprehensive New Faculty Program, and its Peer Consultants Program affordsinstructors with an opportunity to receive an independent assessment of teaching and advice on howto make improvements in pedagogical techniques.

Research granting programs such at the University Research Grants Program, the University CreativeWorks Grants Program, and the University of Manitoba/SSHRC Grants Program offer new facultyopportunities to acquire seed grants to initiate new research/creative works projects. Most facultiesand schools provide start-up packages for new hires that allow individuals to acquire essentialequipment, and given them access to operating and travel funds in support of research programs. Along with the Canada Foundation for Innovation and the research support programs of the nationalgranting councils, there are now more opportunity to secure funds to cover both infrastructure andoperational support for all researchers.

In some faculties, mentors are assigned to new faculty with a view to providing assistance in gettingestablished at the University of Manitoba. In many faculties, mentoring is less formal in nature, but itis provided nonetheless by more senior colleagues.

Finally, the provision for a first half-leave (six months) at full salary within the first six years of anappointment (Article 21.2.1.2 for librarians and Article 21.2.2.2 for academic staff) is intended tofacilitate faculty development and success during the probationary period.

The studies on faculty recruitment and retention do point to ways in which these kinds of structuralsupports can and should be enhanced to improve the retention of staff. Also key in the promotion offaculty retention are efforts to address working conditions by fostering collegiality, addressing equityand/or gender issues, recognizing performance, giving individuals a voice in decision-making andstrategic planning within their unit, a reasonable teaching load, and a good balance between thevarious components of the academic role (teaching, research and service).4 The Calgary reportconcluded that “Lower salaries will be tolerated to a point, but only if there are other advantages tooffset them.”

Some of the best practices that have been identified focus on the activities of department heads, deansand directors, but others are more generally focused on the entire academic community. Herewithare representative strategies for enhancing academic retention:

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GENERAL STRATEGIES:

1. Be proactive in assisting new hires toestablish themselves in your unit, in theUniversity, and in Winnipeg.

2. Use “walking about” to find out howindividuals are faring, whether they arebecoming integrated, and whether there areproblems.

3. Maintain open and transparentcommunication with all members of theunit, and engage them in the process ofproblem-solving as well as strategicplanning.

4. Use annual performance evaluations toprovide constructive advice on all aspectsof individuals’ performance, and to assistindividuals in identifying realistic short-,medium- and long-range goals. Identifyresources, where relevant, to assistindividuals in improving their performancein teaching, research, and/or service, and inachieving their goals.

5. Encourage individuals to take advantage ofthe “professional development” leaveprovisions in Article 21.2.1.2 (forlibrarians) or Article 21.2.2.2 (for academicstaff).

6. Recognize and celebrate the successes ofall faculty and staff. This might include – sending personal notes ofcongratulation on the receipt of aresearch grant, teaching award, or othernotable achievement;– sharing news of personal andprofessional achievements with allmembers of the unit;

– nominating individuals for teaching andresearch awards (see the University’sAwards Database at www.umanitoba.ca/admin/vp_academic/awards_honours.html)

STRATEGIES RELATED TO FINANCIALISSUES:

1. As part of the annual performanceevaluation, discuss career progress withindividuals with a view to assisting them toset realistic goals for progression throughthe academic ranks.

2. Nominate or encourage individuals toapply for a merit award.

3. Consider establishing an “opportunityfund” to support research or specialprojects.

4. Explore opportunities to encourageindividuals who do not hold a doctoraldegree to complete PhD studies.

STRATEGIES RELATED TO WORKINGCONDITIONS:

1. Provide clear expectations on performance. The articulation of expectations should beequitable within a unit.

2. Foster a collegial environment within theunit. This includes but is not limited to:– encouraging a respectful workplace andlearning environment;– encouraging intellectual exchangethrough departmental or faculty/schoolcolloquia; and– encouraging members of the unit to shareequitably in service responsibilities.

STRATEGIES RELATED TO

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INFRASTRUCTURE:

1. If laboratory or other research space andinfrastructure have been promised to afaculty member as part of a start-uppackage, ensure that the promise can bedelivered at the time of the hire or within areasonable period of time after theindividual begins his/her appointment.

2. If a new faculty member is eligible to applyfor infrastructure grants from the grantingcouncils and/or the Canada Foundation forInnovation, initiate the discussion of theseopportunities early. Consultations shouldbe arranged with the Associate Vice-President (Research) and the Office ofResearch Grants and Contract Services.

3. Encourage new faculty to make contactwith the librarian specialist in their field toensure that books and journals relevant totheir research and teaching are available.

STRATEGIES RELATED TOREPUTATION:

1. Engage the entire department, faculty orschool in processes that lead to excellencein all areas of scholarly endeavour, and inparticular in teaching and research.

2. Engage in periodic review of programs andcurricula to identify areas of strength andweakness, as well as opportunities forfurther development.

3. Encourage, where appropriate,collaboration within the unit and withcolleagues in other units.

STRATEGIES RELATED TO QUALITY OFLIFE:

1. Showcase Winnipeg as a great place tolive. Use Winnipeg’s relative lower cost ofliving as an advantage in hiring.

2. Assist individuals in building links tocultural and other organizations in the city,region and province. Think about ways ofhelping people make these kinds ofconnections.

3. Encourage a climate of collegiality andcommunity. In other words, create a“community of scholars.” This mightinclude things like:– establishing a common area (a seminarroom, coffee room, or lounge) as a venuethat encourages interaction and exchange;– scheduling a regular time weekly or bi-weekly when members of the department,faculty or school get together (for adepartment meeting, coffee/tea break orother social event); and– organizing a colloquium series at whichfaculty members share their latest research.

4. Encourage staff to find ways to achievesome work/life balance.

Resources on Recruitment and

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Retention of Academic StaffThere is a significant body of research on faculty recruitment and retention, and the related subject offaculty and/or professional development. The University Teaching Services and The Centre forHigher Education Research and Development maintain libraries on these subjects, and may be able toassist you in identifying representative works and resources. The following is a sampling of theresources that you may wish to consult.

Stylus Publishing, LLC produces a series of pamphlets entitled Effective Practices for AcademicLeaders.

Arreola, Raoul. Developing a comprehensive faculty evaluation system, 2nd Edition. Anker Pubs.,2000.

Boice, Robert, The New Faculty Member. San Francisco: Jossey-Bass, 1992.

Hochel, Sandra and Wilson Charmaine E. Hiring Right: Conducting Successful Searches in HigherEducation. Bolton, MA: Anker Publishing, 2007 .

Lucas, Ann F. Leading Academic Change: Essential Roles for Department Chairs. Bolton, MA:Anker Publishing, 2000.

Sorcinelli, M.D., How mentoring programs can improve teaching. In: P. Seldin & Associates (Eds.),Improving college teaching..Bolton, MA: Anker Publishing Company, 2002, (pp. 125-136).

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EVERYTHING YOU WANTED TO KNOW ABOUT (NAME OF DEPARTMENT/FACULTY/SCHOOL)

BUT WERE AFRAID TO ASK

Welcome to the University of Manitoba. We have prepared this guide to assist you in settling in. You can find a lot of information about the University andyour faculty/school/department by visiting various webpages. This guide will give you information on key contacts on a variety of subjects.

Who to Call Contact Details

Department Head and/or Dean/Director

Director, Undergraduate Programs

Director, Graduate Programs

Admin. person responsible for office and/or labspace assignment, keys, etc.

Admin. person responsible for processing travel andexpense claims

Admin. person who liaises with budgets & grants,and the purchasing department

Admin. person responsible for coordination ofexams, grade registers, etc.

Research Liaison Officer (who signs all grantapplications)

Department/Faculty SEEQ Coordinator

Faculty of Graduate Studies

Travel Office 474-6859 Claims Coordinator www.umanitoba.ca/admin/financial_services/travel/index.shtml

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Office of Research Services 474-9019 General Office www.umanitoba.ca/research/ors/

Technology Transfer Office 474-6200 General Office www.umanitoba.ca/research/tto/

Purchasing 474-8348 Customer Service www.umanitoba.ca/admin/financial_services/purch/index.shtml

Budgets and Grants 474-9421 www.umanitoba.ca/admin/financial_services/budgrant/index.shtml

Payroll 474-6632 General Inquiries www.umanitoba.ca/admin/financial_services/payroll/index.shtml

Staff Benefits 474-8084 General Inquiries www.umanitoba.ca/admin/human_resources/staff_benefits/

Student Advocacy Office 474-7423 General Office www.umanitoba.ca/student/resource/index.shtml

Student Records Office 474-9423 General Inquiries www.umanitoba.ca/student/records/

Housing and Student Life Office 474-6404 General Office www.umanitoba.ca/student/housing/

Disability Services 474-6213 General Office www.umanitoba.ca/student/resource/disability_services/index.shtml

Equity Services 474-7491 Equity Assistant www.umanitoba.ca/admin/human_resources/equity/

Office of University Accessibility 474-9240 General Office www.umanitoba.ca/admin/vp_academic/accessibility/index.shtml

University Bookstore 474-8321 General Inquiries www.umanitoba.ca/campus/bookstore/

Parking Services 474-9483 Information www.umanitoba.ca/campus/parking/

University Teaching Services 474-7804 Director’s Office www.umanitoba.ca/academic_support/uts