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Home My WebLink About1C, City Administrator Recruitment ~ ~HILLS MEMORANDUM DATE: TO: FROM: SUBJECT: March 14,2008 Mayor aod City Council Jim Willis, Interim City Administrator ~ City Administrator Selection The Council has scheduled this topic to be on your Work Session agenda. Harry Brull has provided the attached materials to assist the Council m the City Administrator Selection process. The materials fall into two categories: 1. Memo from Mr. Broil, dated March 12, 2008, regarding the consensus of Council members on various traits, skills, etc., that you are seeking in your City Administrator. 2. Materials relating to the process of conducting caodidate interviews, including interview questions, evaluation criteria aod evaluation form. I recommend that you review these materials prior to your Work Session aod be prepared to discuss the key attributes you are seeking in your next Administrator to ensure that they are focused upon as you prepare for interviews. I also plan to share the input from each member regarding your respective personal schedules for interviews. It would be desirable to lock in on at least two dates so Mr. Broil can proceed with the selection process. MEMORANDUM 12 March 2008 TO: Arden Hills Mayor and Council FROM: Harry Brull, PDI RE: City Administrator Selection At the Mayor's request, I have reviewed input from my preliminary interviews with Mayor/Council to ensure consensus regarding skills, qualities, and priorities for the next administrator. Consistency in what you are looking for is critical in deciding who best fits Arden Hill's needs as you collectively define them. From reviewing my notes, a number of things stand out: . There is little disagreement regarding skills and qualities . Different members of Council have different priorities for skills/qualities desired . There is some disagreement regarding the next administrator's preferred response when he/she disagrees with Council. The issue of disagreement with council probably arises from Michelle's approach. Some on Council saw her as taking on an adversarial stance when she disagreed. Of the four three Council members who raised the issue, three spoke using words such as "affirm Council", "not argue", "support Council". One member used words such as "independent; not afraid to bring up unpopular things to Council. All agreed that the administrator must accept and carry out Council decisions even if he/she does not personally agree. Themes most consistently expressed by members: . Connect to the community . Provide stable empowering leadership with a sense of accountability . Display strong interpersonal skills and develop relationships . Be fiscally astute and negotiate well on the part of the city . Coach, mentor, and develop staff . Find efficiencies in operations . Demonstrate integrity and strong work ethic . Follow up; encourage team work Priorities for the next administrator . TCMP and other development/redevelopment issues . Transportation issues . Examine organizational structure and recommend changes as required It appears as if the largest issue of contention is preferred response when the administrator does not agree with Council. This may be an issue of style, political sawy, timing, etc. rather than a issue of "should or shouldn't. I can certainly focus upon this in the assessment process, both in your interviews and in the PDI managerial assessment. I look forward to moving the process forward and having you interact with candidates. I think we have a strong applicant pool. Please feel free to call me (612.337.8233) or E-mail (harry.brull@personneldecisions) if I can be of further help. Harry Brull PERSON-mL DECISIONS Arden Hills City Administrator Mayor/Council Interview March 2007 @ Personnel Decisions International 2003. All rights reserved. Table of Contents Overview of the Selection Process Factors of Human Effectiveness Performance Dimensions/Competencies Interview Information Categories Information Gathering Errors to A void in Conducting the Interview Eleven Common Traps of Evaluation Discriminatory Questions Panel Interview Rater Instructions Interview Questions Dimension Anchors Evaluation Form Sample Evaluation Form 1 2 3-7 8 9 I()"ll 12 13 H 15-19 2()"23 24, 25 Overview of the Selection Process Job Description (performsnce Requirement~ Job Analys.s I-- Worker Requirements Information to Look For Interview Format , F Interview (Inform ation G athering) , Information Evaluation Performance Predictions mldL93".J...:! 1 Factors of Human Effectiveness Cognitive Skills This factor consists of intellectual abilities which help people to learn quickly and do a good job. The capacity to reason, logical thinking, technical knowledge, and good business judgment are included in this factor. Administrative Skills This represents a person's ability to structure work, plan ahead, and develop a scheme of action to accomplish objectives. These skills include setting priorities, getting paperwork done, and following through on assignments. Communication Skills This factor includes the ability to write and speak effectively. The skills include using the spoken word confidently in personal settings, with groups and in formal presentations. Communication skills also involve writing clearly, precisely, and using appropriate formats. Interpersonal Skills This factor involves the style of dealing with people that aids in reaching goals. The individual's sensitivity, empathic understanding, dominance, persuasiveness, and ability to influence others are part of interpersonal skills. Leadership Leadership involves taking charge, initiating action, and getting things done effectively through others. These skills include motivating others, coaching, and handling groups. Motivation This factor includes all those characteristics associated with achievement level and building a career in the world of work. Career goals, desire to get ahead, working hard, and internal standards of excellence are part of motivation. Motivation helps identity the drives and tensions that cause people to produce. Adjustment Good adjustment is emotionally stable and controlled behavior. Factors such as tolerating frustrations, following organizational rules, controlling emotions and impulses, and facing adversity constructively fall under adjustment. 2 Performance Dimensions Leadership Qualities . Can help formulate a long-range vision for the Gty . Shares leadership and seeks consensus among all parties · SupportS and empowers staff in their decision making while holding them accountable . Effectively motivates staff and develops a spirit of camaraderie . Fonns a team with Council and staff . Helps staff work together . Builds communitypannerships . Provides recognition for exemplary employees . Collaborates with other organizations and agencies . M~in,.~ins staff cohesiveness . Promotes the city . Quicklyestablishes credibility and trust . Leads by consensus . Facilitates a positive work climate . Welcomes and encourages citizen participation . Helps others improve their problem-solving capabi1ities · Encourages creativity and appropriate rislHaking . Shows strong trust in staff's abilities - solicits their input, delegates responsibility, and allows sufficient latitude · Develops partnerships with staff, Council, and others . Coaches and trains staff where necessary . Accuratelyassesses and develops staff capabi1ities . Recognizes leadership capability in others . Is willing to make tough leadership decisions . Aligns people's effort toward common goals . Gains others' commitmeut toward goals . Is fair but firm . Shares credit with staff as appropriate . G-eates a climate of trust and openness 3 Human Relations . Est<lblishes and maintains strong, cooperative, and trusting working relationships with staff, Council, governmental agencies, and other groups . Demonstrates strong interest in, understanding of, and consideration of others' needs, feelings, and opinions · Values others and does not come across as condescending or arrogant . Serves as an ambassador for the city . Helps others achieve consensus . Expresses disagreement tactfully . Shows sensitivity and tolerance of others . Is accessible to others. . Establishes strong relationships with other communities . Facilitates teamwork among staff . Treats others with respect . Is an excellent negotiator . Relates well to people of different backgrounds . Is skilled and objective in resolving conflict . Is open and approachable by others . Displays compassion when approptiate . Works well with all people, regardless of position . Possesses strong political sensitivity and interpersonal insight; quickly picks up on group dynamics, people's emotions, etc. . Is outgoing; enjoys meeting people . Becomes involved in the community . Is appropriately assenive . Is willing to provide help . Ensures others feel imponant . Is responsive to others' concerns Communication Skills · Listens well; demonstrates receptivity and attentiveness . Is an articulate communicator, both orally and in writing . Seeks input from others . Has media presence; is effective as a public speaker 4 · Promotes resident-council communication . Can present ideas in a clear, concise, and persuasive manner . Keeps staff updated and informed . Fosters open communication . Shares pertinent information . Makes others feel their voice is heard · Can communicate with individuals from diverse backgrounds . Is a visible presence at meetings within and outside of the city · Facilitates communication with council Judgment and Decision Making . Takes a big-picture perspective; does not lose sight of important issues . Demonstrates creative problem solving . Is willing to make tough decisions . Possesses sound business judgment . Has an open decision-making style . Anticipates issues; is proactive . Understands the political landscape . Is deliberate and decisive in regards to taking action . Is a quick srudy and demonstrates grasp of intuitive issues . Is fiscally astute; possesses good quantitative skills and has a strOng understanding of fiscal management . Balances policy with special needs . Practices collaborative problem solving · Provides Council with appropriate alternatives and recommendations . Understands Council! staff roles . Approaches issues from multiple perspectives . Thinks quickly on his/her feet . Possesses the foresight to anticipate problems · Effectively balances conflicting needs . Asks for help when appropriate . Provides rationale for decisions . Uses expertise of citizerny 5 . Possesses strong long-range planning skills - has good visionary skills and is able to develop long-term strategies . Delegates responsibility . Establishes clear, effective priorities . Is able to coordinate/manage resoun;es so that operations are efficient and focused . Demonstrates good contingency planning · Demonstrates an appropriate level of control and follow- up - neither overcontrolling nor undercontrolling . Possesses solid overall management skills . Runs an efficient operation . Ensures that things are completed in a timely fashion Administrative Skills Personal Characteristics . Possesses high ethical standards and considers the ethical implications of actions . Is honest and disclosing . Demonstrates maturity; has a realistic view of self . Is in touch with the community - shares communityva1ues . Is a reflective and non-impulsive individual . Remains calm in difficult situations and does not overreact . Is willing to admit mistakes, lack of knowledge, etc. . Has apJ?ropriate level of self-confidence - does not come across as pretentious or arrogant . Stands up for principles . Is not overly sensitive to criticism or slight . Possesses a positive outlook and a good sense of humor . Displays courage; is not afraid of controversial topics . Is willing to take responsibility . Is credible and straightforward . Is a person of strong character and integrity . Remains visible and accessible to employees and council . Functions effectively, even in stressful situations 6 . Displays enthusiasm and energy . Is open to change and new ideas Technical Skills . Has familiaritywith all aspectS of city services . Demonstrates knowledge of developmem and redevelopmem issues . Possesses strong financial management skills . Understands legal implications of decisions . Increases skill in others; provides necessary tools . Is an advocate for and has an appreciation of technology . Demonstrates technical knowledge 7 Interview Information Categories I. Biographical Facts, Credentials, and Achievements Il. Technical Knowledge Ill. Experience/Activity Descriptions IV. Self-evaluations A. Likes and Dislikes B. Strengths and Weaknesses C. Statements of Motivation D. Statements of Attitudes and Philosophies E. Hypothetical/Speculative Statements V. Behavior Descriptions 8 Information Gathering Use Good VerbaI Skills . Ask comprehensive! open-ended questions to maintain a good talk ratio. . State the questions in each area broadly and get more specific. . Except where you are looking for a specific answer, avoid questions that begin with: "Did", "Should", "Would", "Are", "Will", etc. . Follow the pattern, but also be reasonably flexible such that the interview does not become mechanical. . Use "summary-probes" and "summary pushes" to control talkative applicants. . To draw out reticent applicants, use good comprehensive questions and good non- verbal skills. . Be completely pennissive, no matter what you hear. . Show no surprise, frown, or any communication that would discourage negative information. . Use restatements and reflections. Use Good Nonverbal Skills . Take notes consistently. . Smile frequently at the beginning of the interview even though nothing funny is happening. . Use good facial animation--eye contact and eyebrows are crucial. . Use varied posture to indicate interest and animation. . Use good vocal expression--higher registers of the voice and variation . Encourage reticent applicants by head nodding, "um-hmmrns", and pauses. 9 Errors to Avoid in Conducting the Interview "The best predictor of future behavior is past behavior in similar circumstances." This should be the guiding principle of any good interview. Standardized interviews asking questions about candidates' past behavior relevant to specific performance dimensions are likely to elicit the most useful information. However, this information is apt to be confounded when the interviewer commits one of the following errors: 1. Asking Leading Questions: . "I'll bet you had to canifUlly analyze all the options bifore making that decision, didn't you?" . "You must have had to put in a lot if extra hours to get everything done on time, huh? These questions tell candidates what they should have done and are higWy prone to falsified responses. You can avoid this problem by rephrasing the questions slightly: . "What factors did you consider bifore reaching that decision?" . "What did you do to handle the situation?" 2. Asking Closed-ended Questions: . "Did you do a lot if planning?" . "Did you do anything to check on the success if your solution? These questions elicit yes or no answers. Not only are they susceptible to falsification, but they also provide no behavioral data. Again, slight modification solves the problem: . "What planning did you do?" . "What did you do to check on the success if your solution?" 3. Asking Threatening Questions: . "Why didn't you do anything t? help the person?" . "Why didn't you just put in some overtime?" These questions affix blame onto the candidate and imply that he or she did the wrong thing. Such questions are likely to put candidates on the defensive, and may inhibit their responses during the rest of the interview. 10 Errors to Avoid p. 2 4. Asking Questions About Philosophies, Beliefs, and Opinions: . "What do you believe is the best way to handle coriflid?" . "In your opinion, what qualities are essential to '!/ftdive leadership?" Such questions are rarely job related, and candidates tend to respond by giving "canned" answers designed to tell the interviewer just what he or she wants to hear. The product if usually misleading, irrelevant data which tends to confound the interviewer's perception and rating of the candidate. 5. Asking Run-on or Multiple Choice Questions: . "What things did you have to coordinate in order to complete the project? Other prirrrities? Schedules? Other people? And how did you go about coordinating these things?" These questions give candidates hints as to what they should have done, and are highly falsifiable. They also may cause confusion by making the candidate remember too many questions. Let the candidate do the talking. Simply ask: . "What things did you have to coordinate in order to complete the pr'{ject?" and Listen. 11 Eleven Common Traps of Evaluation Rater Errors The Blind Spot Ef1ect An interviewer is unable to see some attributes of a candidate due to their own personality traits. The interviewer who thinks big may not appreciate a detail-oriented candidate. The Innocent-Until-Proven-Guilty Effect An interviewer assumes that "no news is good news" when evaluating candidates. The First Impression A candidate is evaluated within the first four minutes of the interview. The Leniency Effect An interviewer sees all candidates in a positive light. The Toughness Ef1ect An interviewer sees all candidates in a negative light. The Central Tendency Effect An interviewer sees all candidates as average. Impressions The Contrast Effect An average candidate is seen just after a weak candidate and they are rated above average due to the contrast between the weak candidate. The Compatibility Factor A candidate is highly rated because they are compatible with the interviewer, not because they are highly skilled. The Halo/HoI71s Effect A candidate strong in one area is seen by the interviewer as strong in all areas. Similarly, a candidate that is seen as weak in one area may be considered by the interviewer to be weak in all areas. Miscellaneous The High Potential Effect An interviewer evaluates a candidate based upon their possible potential rather than their actual behaviors. The Dramatic Incident Effect An interviewer places a disproportionate emphasis on specific incidents at the expense of other information. 12 Discriminatory Questions The following is a list of questions commonly asked in public and private job situations. Each of them inquires into a factor which might be considered in a manner that could violate Title VII of the Civil Rights Act of 19640 or another law aimed at achieving equal employment opportunities for all. Be aware if you inquire into any of these factors that you are running the risk of encouraging unlawful discrimination and of proving evidence which may be used by complainants in providing charges of discrimination made against the employer. L Age? Date of Birth? The Age Discrimination in Employment Act (29 U.S.c. 621S40) prohibits discrimination on the basis of age against individuals who are over 400. Thus, the answer to this question could be used unlawfully. 2. Arrests and Convictions? Consideration of arrest records is almost certainly unlawful. An arrest is no indication whatsoever of guilt. The conviction question implies a bar of employment to an applicant who has a conviction record. s. Children under the age of IS? Number of children? Age of children? The purpose of these questions is to explore what the employer believe to be a common source of absenteeism and tardiness. The u.s. Supreme Court has ruled that Title VII prohibits an employer from distinguishing between applicants with children and those without. 40. Credit Record? Consideration of these factors has a potentially adverse effect and is probably unlawful unless required by consideration of business necessity. The u.S. Department oflabor has also recognized the potential for discrimination in the consideration of credit records. 5. Marital Status? Some employers have refused to hire based on marital status. This practice clearly violates Title VII of the 19640 Civil Rights Act. An employer may not refuse to hire anyone based on their opinions or beliefs about marriage, families or marital status. 6. Spouse's Work? This question is illegal under Title VII as well since it implicitly asks about marital status and also puts some women at a disadvantage because at times employers who are reluctant to hire a woman if she would be a second breadwinner earning more in her family. 13 Panel Interview Rater Instructions I. INTRODUCTIONS. Verif}r that you are interviewing the correct person, then introduce yourselves. II. STRUCTURE. Tell the candidate that each of you is going to ask him to describe situations he has faced and how they were handled. Tell the candidate you are going to take notes. III. INTERVIEW QUESTIONS. (Decide ahead of time who will be asking each question with probes.) Ask appropriate questions. Ask the candidate ifthere is anything else you should know about him. IV. CLOSING. Thank the candidate and, if time permits, invite the candidate to ask you questions. 14 Arden Hills City Administrator Potential Mayor/Council Interview Questions Wann-up Question (do not rate) What makes you interested in our City Administrator position at this time, and what qualities do you possess that will make you effective? Leadership Diflicult Issue What has been the most difficult issue where you've played a role in helping council come to a decision? . What was the issue? . What made it difficult? . What did you do? . How did things turn out? Proactivity Tell us about the last time you were influential in helping council adopt a position or take an important action? . What was going on? . How did you interact with council? . What happened as a result? Holding the Line Tell us about the last time you held the line and did not grant or comply with a staff req uest. . What was requested? . What was your rationale for not granting it? . What was the reaction? Team Building What have you done to forge a team with staff, management, and elected officials? . What has been the most critical thing you've done to make this happen? . Who was the most difficult person or group with which to work? Articulating Vision When you started in your last position, what was your long-range vision? . How did you go about implementing it? . What changes did you have to make? . What successes and failures have you achieved? 15 Consensus Building What has been the most challenging issue where you have had to achieve consensus among different stakeholders? . What was the issue? . What made it challenging? . What did you specifically do? . How did things turn out? Developing Partnerships What have you done to develop partnerships with other governmental agencies and the private sector? . What has been the most critical thing you've done to make this happen? . What were you able to achieve? Judgment and Decision Making Decision Making What has been the most challenging or difficult decision you've had to make in your current position? . What made it challenging? . What options did you consider? . How did things turn out? Unpopular Decisions What has been the most unpopular decision you've had to make in your current role? . What made it unpopular? . How did people react? . What did you do with the reaction? . How did the issue fmally get dealt with? Political Issues What has been the most political issue you've been involved in? . What made it contentious? . What role did you take? . What was the response to your position? . How did the issue get resolved? ResourcefUlness What has been the most resourceful or innovative thing you have done in your current position? . What did you do? . What did it take to get it accomplished? . How did it positively impact things? 16 Big Picture Thinking What is the best example of your ability to "not lose sight of the forest" and see the big picture? . What was the situation? . With whom were you dealing? . What actions or decisions did you make? . What was the outcome? Human Relations Establishing and Maintaining Relationships What is the best example of your ability to establish and maintain good working relationships with individuals on staff, council, or outside groups? · What makes you particularly proud of this example? · What did you actually do to build and maintain the relationship? . What is the relationship like today? Tact and Diplomacy What has been the most important issue where you've had to exercise tact and diplomacy? . What was the issue? . What made it important? . How did you handle things? . What was the outcome? Conflict Resolution What has been the biggest conflict you've had with your council or comparable group? . What was the issue? . What position did you take? . Where were they coming from? . How did things get resolved? Negotiation Skills What has been the most contentious issue where you had to act as a negotiator? . What was the issue? . Who were the parties and what were their respective view points? . How did you influence the situation? Administrative Skills Managing Change What has been your biggest challenge in managing change? . What was the challenge? . How did you respond? . What was the outcome? 17 Long-Range Planning What has been the most clear and comprehensive long range plan you have developed? . How was the plan developed? Who had input? . What role did you specifically play? . How did you oversee execution of the plan? Delegation and Control How would you describe your management style in terms of delegation and control? . How loose or tight an administrator do you tend to be? . Tell us the last time you delegated something important_ . What instructions did you give? . How did you monitor results? Technical Skills Fiscal Management How do you evaluate your financial management skills? . What's the best example of your acumen in this area? DevelopmentIRe-development What's the best example of your Imowledge and skill in the area of community developmem and re-developmem? Technology What is yourfami1iaritywith the use of !echnologyto deliver city services. Personal Characteristics Ethics Tell us the last time you were involved in a situation where there was a potential of compromising the ethics or integrity of your organization. . What was the issue? . What made it threatening? . How did you deal with it? Handling Stress What has been the most stressful situation you've encountered professionally? . What made it stressful? . How did it impact you? . What did others around you notice? . How did you regain your equilibrium? 18 Taking Responsibility Tell us about the last time you made a major mistake on the job. . What was the issue? . What mistake did you make? . How was it brought to your attention? . What did you do about it? Self-Confidence Tell us about the last time you were in a situation where you felt less than fully confident. . What was the situation? . How did people around you know that you weren't completely on top of things? . How did you handle it? Communication Skills Stakeholder Communication How have you, in your current position, communicated with external stakeholders? . How often have you communicated with them? . What vehicles have you used? Responsiveness to Citizens What have you done, in your current position, to ensure or improve the staffs responsiveness to citizens? Difficult Messages What has been the toughest message you've had to deliver as a leader? . What was the message? . To whom were you addressing it? . What was the reaction? . How did things get resolved? Difficult Communication What has been the most difficult communication you've had to transmit to your mayor and council? . What was the issue? . How did you convey the message? . What was their reaction? Oral Communication (Evaluate the candidate's oral communication skills based on his or her perfoTmarue in the interview) CLOSING Thank the candidate for his/her time and, if time permits, invite the candidate to ask questions of you. (Then complete the evaluation forms.) 19 Dimension Anchors for Guidance on Observing and Recording Behavior Managerial/Executive Level Administrative Skill (1) Low (5) Medium (9) High Basically does not plan; is not able to foresee obstacles and alternative plans in implementing plans; gives no evidence of behavior that denotes serious forward planning; no apparent effort made to make a system or order out of anything; takes things in the order that they occur; makes little or no effort to organize resources with forethought; tends to be confused by detail and complexities; does not sift out important items effectively; appears to miss subtle interrelations; usually confused in determining personnel requirements and consistently overstaffs or understaffs his/her department; no real awareness of personnel functions or skills in this area. Usually has some idea of what needs to be accomplished and how to do so; does some long-range scheduling and programming of time and resources; may emphasize one type of planning (short-range or long-range) over the other type too much; usually recognizes need for organization readily; organizes time, materials, and available human resources satisfactorily; may on occasion start action before organizing; is perhaps stronger at organizing personal matters than the activities of others or vice versa; can get through massive detail; usually finds the important points in obstacles; usually not distracted by trivia; normally staffs his department adequately; shows some skill in related personnel functions. Planning and scheduling are clearly evident in most everything which the individual does; has systems that encourage and maintain sound short- and long-range planning for both him/herself and others; structures personnel activities for productivity and effectiveness; structures activities and responsibilities of others for effective task accomplishment and goal attainment; excellent balance between the overall "big picture" and the day-today needs and activities; obviously likes to be assured that things are well organized and in good order; is outstanding in the ability to mentally process large amounts of data and to key in on important details; always has well staffed department and demonstrates an outstanding ability to handle the personnel-related functions in his department. Human Relations (1) Low (5) Medium Is not "tuned in" to the needs and desires of others; is ineffective in resolving interpersonal conflicts; interest in interrelationships tends to grow more from own need for acceptance than for satisfying others' needs; does not understand the nuances of relationships within and between departments. Gets along effectively with other officials, employees, and the public in general; no major hang-ups about people; occasionally lapses in good interrelations; frequently shows good sensitivity and tact in communication and in resolving conflicts; falls short at times in more subtle opportunities at mutually satisfying relationships; has shown some insight into the nuances of relationships within and between departments; has a fair awareness of his/her own environment. 20 (9) High Consistently attends to and shows accurate awareness of the needs and feelings of others; provides satisrymg and productive responsiveness; a truly "tuned in" and sensitive person with excellent productive interrelationships with other officials, employees, and the general public; is excellent in resolving conflict through diplomacy and tact; is very effective in reading his/her own environment and in understanding the subtle nuances of relationships within and between departments. Judgment and Decision Making (1) Low (5) Medium (9) High Leadership (1) Low (5) Medium Judgments and decisions are more reactive than thought out; does not usually take all factors into account; sees symptoms as causes; usually tends to have answers for everything whether good or bad - or else almost no answers at all; shows no evidence of innovative ideas or creative problem solving; is not able to make decisions under conditions of risk, pressure, or limited data; slow at learning new materials and instructions; easily confused by abstract concepts; does not have much intellectual curiosity or analytical ability; uses little or no quantitative and/or fmancial data in making decisions. Normal judgments are usually realistic and practical; sees most facets in problem solving; usually gets to the bottom of most problems and solutions; tends to be quite decisive and consistent in decision quality; occasionally comes up with an unusual solution; shows some instances where a new idea or solution was implemented successfully; learns well; can analyze and handle fairly complex matters satisfactorily; can work with abstract concepts; has an interest in learning about things in general; uses some quantitative and/or financial data in making decisions. Judgment is extremely reliable, accurate, and practical; is higWy analytical in detennining true causes before offering solutions; is consistently generating fresh and new approaches to doing things; has high success as creative approaches and solutions are adopted; usually has alternatives to the traditional solutions; learns extremely well and quickly; is able to analyze and understand highly complex and abstract matters; has an insatiable desire and capacity for new knowledge and understanding; uses the appropriate quantitative and financial data when making decisions. Shows neither strong desire for nor skill in group leadership; does not influence the group's activities or thinking; conversely, may have so strong or unbalanced a drive for leadership and inadequate skills so as to turn off any followership - creating negative responses; does not delegate at all or else negates the benefits of delegation by poor skill, extreme overcontrol, interference, etc. :.... in either case, delegation does not add much to his/her effectiveness; provides little or no guidance or follow-up on progress; is not "tuned in" to the needs and desires of others; shows little or no appreciation for the efforts of others. Exhibits a desire-for the role ofleadership and some skills in achieving it; demonstrates ability to influence group decisions and actions, though perhaps not consistently; groups respond to leadership efforts; most delegation is done clearly and with reasonably apparent goals and checkpoints of progress; follow- 21 (9) High up is effective, if perhaps not systematic; has some tendency to not delegate certain "pet" matters; is aware of the needs and desires of others and has gained the support of some employees. Has an obvious, strong, and well-balanced drive for leadership and, with it, excellent group skills, timing, and group sensitivities; takes charge and/or is given charge very naturally in almost any group activity with excellent group responsiveness; enjoys and capitalizes on the benefits of delegation; delegation is extremely clear, systematic, and governed by good follow-up and control; establishes high standards for self and others; has the support and understanding of almost everyone in his department. Personal Characteristics (1) Low (5) Medium (9) High Reflects very little self-confidence in own abilities; dares not venture forth very far in directing others; conversely, reflects too much over-confidence; behavior reflects excessive need for independence or for social dependency -or else a lack of both; mayor may not show visible signs of stress, but behavior definitely reflects withdrawal, confused or illogical thinking, boisterousness, or other ineffective or defensive modes; behavior is more reactive than planful and deliberate; handles frustration inappropriately; behavior is often inappropriate to the circumstances; self-awareness appears to be minimal; excessively self- centered; responds with defensiveness to constructive criticism. Reflects sufficient self-confidence to function effectively in working with and/ or leading others; apparent self-doubt may occasionally show; has a balance between independence and dependence; uulikely to exhibit much physical evidence of stress; responds satisfactorily and in undistorted fashion to most stressful relationships; strong stress may generate some behavioral or intellectual inefficiency; reacts thoughtfully to most situations; has constructive responses to most frustrations; behavior is usually productive appropriate to circumstances; usually can accept constructive criticism. Reflects a high degree of realistic self-assurance; generates respect and confidence from others; acts positively and decisively; outstanding ability at blending independent action yet showing need for support and involvement of others; does not alienate others by independence; behavior reflects an outstanding combination of awareness of the situation and ability to cope without behavior being distorted by stress; may even be sharper and more effective under increased stimulation; behavior is higWy reliable and appropriate in a wide range of circumstances; has keen awareness of self under varying conditions; turns frustration to higWy competent problem-solving efforts; accepts and utilizes constructive criticism. Technical Skill and Knowledge (1) Low Does not exhibit a breadth of knowledge or skill in areas of assigned responsibility; does little or no technical reading; has made no effort in keeping up-to-date technically; shows no concern for the need for subordinate growth and development; demonstrates lack of interest and skill in initiating development or training programs for his/her staff; shows poor understanding 22 (5) Medium (9) High Communications (1) Low (5) Medium (9) High of governmental practices and procedures; does not keep informed about new developments. Exhibits adequate knowledge and skill in areas of assigned responsibility; shows a moderate level of technical understanding; shows some effort in keeping up- to-date technically; considers the needs for subordinates to upgrade skills; has initiated some training programs for his staff; has adequate understanding of governmental practices and procedures; shows some effort in keeping informed about new developments. Exhibits a breadth of knowledge and skill in areas of assigned responsibility; shows a solid understanding of technical fundamentals; puts forth a lot of effort in keeping up-to-date on technical developments; encourages technical innovation and skill in subordinates; initiates development or training programs for his staff; upgrades skills in others; has an extensive working knowledge of governmental practices and procedures; keeps informed about new developments. Ineffective in virtually every aspect of communications; no impact or influence; no two-way exchange of information or understanding; does not write a good communication; form and style are inept; content unorganized and confusing; detracts excessively from the message. Communicates with general effectiveness; usually achieves some two-way exchange of information and understanding; creates good impression; generally credible and influential; deals adequately with the media and with the general public; probably has some area of improvement need, though not critical; though some imperfections in form and style, written communications are acceptable; usually expresses message clearly and effectively, with only minor distractions or errors. Extremely forceful, impactful, and influential in every kind of oral communication; regularly accomplishes excellent two-way exchange of information and understanding; credibility is outstanding; deals exceptionally well with the media and the general public; writing is virtually perfect in form and style; higWy effective in conveying the desired message in both meaning and tone. 23 Arden Hills City Administrator Mayor/Council Interview Evaluation Fonn Rating Scale Rater Name 9 := excellent 7 = more than acceptable 5 = acceptable :3 = Jess than acceptable I = poor Candidate Date Leadership 1 2 3 4, 5 6 7 8 9 Judgment and Decision Making 1 2 3 4, 5 6 7 8 9 Human Relations 1 2 3 4, 5 6 7 8 9 Administrative Skills 1 2 3 4, 5 6 7 8 9 Technical Skills 1 2 3 4 5 6 7 8 9 Personal Characteristics 1 2 3 4 5 6 7 8 9 Communication Skills 1 2 3 4 5 6 7 8 9 OVERALL COMFORT LEVEL 1 2 3 4 5 6 7 8 9 Please provide your comments about his candidate (use back ifform or separate sheets ifnecessary): 24 I S.'" ~T .~ I Interview Evaluation Form Rating Scale Candidate: ~lJmJJ. rP.&w1t; 9 = excellent 7 = more than acceptable 5 = acceptable 3 = less than acceptable 1 = poor Rater Name: Problem Solving and Decision Making I 2 3 4 5 6 0 8 9 Leadership '(jtJ. 0 I 2 3 6 7 8 9 Integrity, Fairness, and Self-awareness 2 3 4 5 6 7 CD 9 Interpersonal Skills 1 2 3 4 G) 6 7 8 9 Adjustment G) 1 2 4 5 6 7 8 9 Oral Communication Skills 2 3 0 5 6 7 8 9 Any final comments you would like to make on this candidate: ('/&, /Jw" f.".' lW'JlInil . ., ~ rmrdidnk' ok ~ ~ If=" r 'rw" ~ " ~ rur "'" foor ~.) 25