Employment Equity Training Program

The Appointments Committee has evaluated the academic unit’s equity needs, completed the online and synchronous training, and taken all other necessary steps, and is now ready to start the selection process. The vacant position must now be announced by disseminating a job advertisement. The following must be considered when announcing a new position:

• All advertisements must contain the following statement regarding the University’s commitment to Employment Equity:
• "Equity is a University policy."
• In any academic unit deemed to be under-represented, all advertisements must contain the following statement:
• "We strongly encourage applications from Indigenous persons, racialized persons (visible minorities), persons with disabilities, women, as well as from all qualified candidates with the skills and knowledge to productively engage with equitable, diverse and inclusive communities.”
• All advertisements must contain the following statement to satisfy Employment and Social Development Canada (ESDC)’s requirements for prioritizing Canadian Citizens and Permanent Residents:
• “All qualified candidates are encouraged to apply; however, Canadian citizens and permanent residents will be given priority.”
• ESDC requires employers to prioritize Canadian citizens and permanent residents. However, a foreign worker may be hired if the employer can justify that no qualified Canadians or permanent residents could be found.
• Ensure that all advertisements comply with the University’s policies on external relations and communications.
• Ensure that all advertisements clearly state the field of specialization desired, the required qualifications, the closing date for the competition, and any other relevant information.
• Use the objective, measurable criteria established in Step 1 when listing the required qualifications. For example, if the academic unit knows it will only consider candidates for a position who have already completed and defended their PhD, that requirement should be clearly stated in the advertisement.
• Write the advertisement using inclusive, appropriate, and unbiased language so that it is appealing to equity group members. Consider: Would this advertisement make the applicant feel welcome to be themselves at uOttawa?
• Include a disclaimer in the advertisement that says:
• "While we thank all applicants for their interest in this position, only the candidates selected for an interview will be contacted.”
• Any academic unit deemed to have an under-representation of a minority group, should strive to distribute the advertisement where qualified persons of under-represented equity groups may have reasonable access to it.  Additionally, take other appropriate measures, such as contacting persons chairing relevant departments at other universities and contacting organizations that represent the interests of persons from under-represented equity groups within the profession or discipline, to encourage possible candidates to submit their application (e.g. postdoctoral fellows, etc.).
• The advertisement must be placed in University Affairs, in print or electronic format, or both. The advertisement must also be posted on the University's website, and at least one (1) other external publication such as the CAUT Bulletin, professional journals, or national newspapers. All advertisements in electronic format must remain until the application deadline.
• Once posted, forward the advertisement to professional associations, advocacy centres, journals and newspapers that serve the needs and interests of under-represented equity group members.
• Consider, where appropriate, placing the advertisement in alternative venues such as the:
• Canadian Research Institute for the Advancement of Women (CRIAW) – a women's organization in Canada focusing exclusively on nurturing feminist research and making it accessible for public advocacy and education;
• Specialized publications such as:
  • the Canadian Journal of Native Studies (CJNS), an international journal in the field of Native Studies, that is published bi-annually in Canada. CJNS publishes articles and reviews concerning Indigenous Peoples and Indigenous affairs in Canada, the USA, and elsewhere in the world.
  • Society for Canadian Women in Science and Technology (SCWIST) Newsletter. The SCWIST is a non-profit organization which promotes, encourages and empowers women and girls in science, engineering and technology. SCWIST publishes bi-weekly newsletters.
  • Egale Canada, an advocacy organization that works to improve the lives of 2SLGBTQI+ people in Canada and to enhance the global response to 2SLGBTQI+ issues;
  • Council of Canadians with Disabilities (CCD), a national human rights organization of people with disabilities working for an inclusive and accessible Canada; and
  • Senior Women Academic Administrators of Canada (SWAAC), an organization that works for the promotion of female leadership in Canadian institutions. It provides a forum and a collective voice for those who identify as women in senior administrative ranks in Canadian universities, colleges and technical institutes.
• When seeking to hire an individual who is not legally able to work in Canada (i.e. is not a Canadian citizen or a permanent resident, or does not hold a valid work permit), the Appointments Committee will be required to explain why no Canadian applicants meet the qualifications. Please consult the Immigration, Refugees and Citizenship Canada’s (IRCC) website for more information on hiring foreign academics.
• Search the University’s search engine for research and postdoctoral fellows that could be considered as possible candidates.
• Contact colleagues at other universities and/or research institutions regarding PhD students who are near the completion of their degree. Encourage colleagues to look out for potential candidates at conferences and visits to other institutions.
• Document and implement good practices and successful strategies used in the advertising process.

PROHIBITED QUESTIONS

• Questions about, or relating to, physical characteristics, such as: colour of eyes, hair, skin, height, weight, or requests for photographs.
• Questions about mother tongue, where language skills were obtained and fluency, in any language other than English or French, unless the said language is an essential requirement for the job.
• Questions about, or relating to, religious affiliation/membership, such as: religious institutions attended, frequency of attendance, religious holidays, customs observed, or willingness to work on a specific day which may conflict with requirements of a particular faith.
• Requests for character references that would indicate religious affiliation.
• Questions about, or relating to, birthplace, nationality of ancestors, spouse and other relatives, Canadian citizenship, landed immigrant status, permanent residency, naturalization, requests for proof of Canadian citizenship or Social Insurance Number. Asking the applicant whether they are legally entitled to work in Canada is permitted - see below.
• Questions about, or relating to, ”Canadian” experience for a particular job.
• Questions about, or relating to, membership in organizations which are identified by a prohibited ground of discrimination, such as an Anglo-Canadian organization.
• Questions about, or relating to, sexual orientation.
• Questions about, or relating to, relationship status, such as: married, divorced, common-law relationship, single, or separated.
• Questions seeking information about a spouse or partner, such as: their employment, second income, person to be notified in case of emergency, or insurance beneficiary.
• Questions about, or relating to, whether an applicant has ever been: arrested, convicted of any offence, spent time in jail, convicted under a provincial statute, has a criminal record, or has been convicted of an offence for which a pardon has been granted.16
• Questions about, or relating to, age or date of birth.
• Requests for birth certificates, baptismal records, or other documents which indicate age, such as a driver’s lice nce.
• Questions about, or relating to, medical history and health, such as: disabilities, illnesses, mental, physical or intellectual limitations, accommodation needs, injuries, medication, hospitalizations, or membership in medical or patient associations.
• Questions about, or relating to, alcohol consumption and/or use drugs.
• Requests for pre-employment medical examinations.

PERMISSIBLE QUESTIONS

• Are you 18 years of age or older?
• Are you legally entitled to work in Canada?
• An employer may ask whether an applicant has been convicted of a criminal offence for which a pardon has not been granted. If being bondable is a bona fide occupational requirement of the job, an employer may ask if the applicant is eligible.

• Does the advertisement contain the following statements?
  • “Equity is a University policy.”
  • “All qualified candidates are encouraged to apply; however, Canadian citizens and permanent residents will be given priority.”
  • “While we thank all applicants for their interest in this position, only the candidates selected for an interview will be contacted.”
• Does the advertisement comply with the University’s policies on external relations and communications?
• Does the advertisement state the following?
  • Field of specialization desired;
  • Required qualifications;
  • Closing date for the application.
• In an academic unit deemed to be under-represented,
  • Does the advertisement contain the following statement?
    • "We strongly encourage applications from Indigenous persons, racialized persons (visible minorities), persons with disabilities, women, as well as from all qualified candidates with the skills and knowledge to productively engage with equitable, diverse and inclusive communities.”
  • Is the advertisement distributed where qualified persons of the under-represented equity group may have reasonable access to it?
  • Have people chairing relevant departments at other universities, research institutions, and organizations that represent the under- represented group been contacted to provide names of possible candidates?
• Does the advertisement use measurable criteria established in Step 1 when listing the required qualifications?
• Does the advertisement use an inclusive, appropriate and unbiased language?
• Has the advertisement been posted with University Affairs, on the University's website, and at least one (1) other external publication?
• Has the advertisement been forwarded to professional associations, advocacy centres, journals and other media platforms that serve under-represented groups?
• Did the Appointments Committee seek out research and postdoctoral fellows and PhD students from other universities who are near the completion of their degree?
• Have colleagues at other universities/research institutions been contacted?
• Has the Appointments Committee documented good practices and successful strategies?

The advertisement has gone live, and the advertisement period has begun. The Appointments Committee will begin receiving applications for the position. Be mindful that reviewing several applications within a limited time may lead to a decision-making process that is not based on equitable considerations, as every application file may not be given equal amount of attention. To help prevent this from happening, applications should be reviewed and evaluated against the criteria established in Step 1 that are job-relevant, objective, and measurable. It will be beneficial for committee members to engage in a refresher conversation on the pre-determined criteria before reviewing applications, to ensure that everyone has a common understanding of the desired candidate.

Additionally:

• All members of the Appointments Committee must disclose any actual and/or potential conflicts of interest vis-à-v is the dossiers received. In addition, they should recuse themselves from evaluating and/or discussing any application dossier(s) with which they are in potential conflict, including perceived conflicts of interest.
• Keep an open-mind when reviewing applications.
• Avoid bias against scholarship or practice that is unconventional and falls outside the traditional target profile. Do not underestimate a degree from anon-Western institution, or publication in a non-Western journal, in a language other than English or French.
• A 2016 study done by the Canadian Association of University Teachers (CAUT) found that racialized, indigenous and women post-secondary teachers are more likely to have part-time or part-year employment due to systemic discrimination in academia that limits opportunities for persons from marginalized groups. Be sure to give applications from part-time and sessional faculty due consideration.
• Avoid an uncritical “check-mark” approach, which may perpetuate existing biases by favouring applicants that “fit” the conventional target profile. Often times, organizational “fit” is used as a means to discriminate or indulge personal biases in the hiring process. Consequently, candidates from historically marginalized groups that do not fit the target profile that the employer is comfortable with, or accustomed to, do not get considered for the position.
• Accept a wide range of career paths. Be mindful that equity group members are sometimes more likely to have had career gaps and interrupted work records due to various circumstances (e.g. childcare, medical obligations, immigrant status, financial burdens, etc.)
• Consider alternative qualifications and work experiences, such as non-academic experiences and community service, as they could bring in fresh skills and be an asset to the academic unit.
• When reviewing reference letters, be mindful of the use of stereotypical language. For example, research has shown that reference letters for job applicants for an academic faculty position are more likely to highlight distinction to praise the abilities and achievements of male candidates, using words such as ‘excellent’, ‘outstanding’, ‘exceptional’, ‘unmatched’, and ability, using words such as ‘talent’, ‘genius’, ‘brilliant’, ‘gifted’. For female candidates, diligence tends to be more highlighted, through words such as ‘hardworking’, ‘conscientious’, ‘dependable’, ‘thorough’ and ‘dedicated’.
• If no applicant meets the minimum position requirements as specified in the advertisement, consult with the Equity, Diversity and Inclusion Committee (EDIC) for additional support. If the issue does not get resolved, restart the search process.
• If no equity group was deemed under-represented in the academic unit and/or membership in an equity group was not identified as a weighted criterion for selection in the job advertisement, the search continues with the candidate pool received.
• In the case wherein membership in an equity group is the principal, or most heavily weighted, selection criteria and no member of an equity group deemed under-represented in the academic unit (as per the needs identified in Step 1, and as indicated on the job advertisement) gets shortlisted, review the applications and screening tools used to ensure that there was no bias and that nothing was overlooked. If still no candidate from the under-represented equity group makes the short list, declare the search a failure and start over again.
• In accordance with Article 17.1.3.2of  the APUO Collective Agreement, the curricula vitae of all candidates must be made available to all regular APUO Members in the academic unit. Access to other documents, including letters of reference, is regulated by the academic unit’s assembly.
• Develop a list of candidates who meet the minimum qualifications for the position. From this list, derive the interview short list. Document the short listing process – the Appointments Committee must be able to justify the way it was done.
• If an applicant has not identified their legal entitlement to work in Canada, ask them if they are a Canadian Citizen, a Permanent Resident, or if they hold a valid work permit. In the case that a foreign academic might need to be hired, the University will be required to report the number of Canadian/Permanent Resident applicants and the number of foreign applicants to IRCC, as part of the Labour Market Impact Assessment (LMIA). An LMIA is a document that an employer in Canada may need to get before hiring a foreign worker. A positive LMIA will show that there is a need for a foreign worker to fill the job. It will also show that no Canadian worker or permanent resident was available to do the job. The LMIA application can be submitted up to six (6) months prior to the expected job start date.
• Although the Appointments Committee is not responsible for the LMIA, it will be asked to provide information regarding the job criteria and the candidate pool.
• According to the Employment Standards Act (ESA) of Ontario, if a recruiter has contact with a foreign national about employment, the recruiter must provide the foreign national with a copy of the most recent mandatory information sheet that gives a summary of rights for foreign nationals under the ESA and the Employment Protection for Foreign Nationals Act (EPFNA).
• Keep short-listed candidates updated on the progress of the competition process through email.

Employment Equity is not just a term thrown around by Human Resources. It is a federally regulated act that was passed in 1995. The Workplace Equity Division, Labour Program Employment and Social Development Canada  carries out regular audits to ensure that employers comply with the requirements of the Act. The University of Ottawa is subject to the Act through the Federal Contractors Program. The FCP requires provincially regulated employers with 100 or more employees bidding on federal contracts of $1,000,000 or more to certify that they will implement employment equity measures. The Employment Equity Act currently applies to over 500 federally regulated private-sector organizations and Crown corporations which, taken together, have a combined workforce of more than 770,000 employees. The Act also applies to all federal departments and agencies, which include an additional 380,000 employees.

During the selection process, judging the quality of a candidate’s research itself can be problematic. A candidate’s research interests may not always align with the discipline’s mainstream, and in that case, they may find it more difficult to find a publication or a conference to showcase their work. Publication totals may suffer.

The same concern applies to the ability to obtain high-profile funding or research awards. Non-mainstream work may not be funded as easily. If the market for the research conducted by the candidate is smaller, their “numbers” can suffer.

Additionally, non-mainstream work may not find as ready an audience with established, respected journals, conferences or award-granting bodies as mainstream work. Many such forums have established their reputations over the years in particular areas of study or with regard to specific approaches to research. Research in emerging areas with non-traditional approaches may not be considered at all.

The result is that the work of a candidate belonging to an equity group may be published in forums that may be considered by the committee to be of lesser quality. Moreover, even when mainstream publications or conferences do not refuse research on non-mainstream topics, their referees may allow their prejudices to come into the decision-making process. Emerging topics may be considered to be of little interest to the readership. Non-traditional approaches may be dismissed as inappropriate, unscientific or insufficiently rigorous. It is important to be mindful of this while evaluating a candidate and making selection decisions.

• Have all potential conflicts of interest been disclosed?
• Have part-time and sessional faculty in the candidate pool been given fair consideration?
• Have alternative qualifications and work experiences been considered?
• Are committee members mindful of potential stereotypes that might bep resent in reference letters?
• In the case wherein membership in an equity group is the principal, or most heavily weighted, selection criteria and no member of the equity group deemed underrepresented in the academic unit gets shortlisted:
• Have applications and screening tools been reviewed to ensure there was no bias?
• Has the EDIC been consulted for guidance and support?
• Have the curricula vitae of all candidates been made available to all regular APUO Members in the academic unit?
• Has the committee developed a longer list of candidates who meet the minimum qualifications for the position?
• Has the interview shortlist been derived from the longer list?
• Has the shortlisting process been documented?
• Did the committee check for the candidates’ legal entitlement to work in Canada?
• Does the shortlist contain a Canadian worker or permanent resident?
• Will a foreign academic have to be considered?
• Are the short-listed candidates kept updated on the progress of the application?
• In the case that no applicant meets the minimum position requirements,
• Does the search process need to be restarted?
• Has the EDIC been consulted for additional guidance and support?

The applicant shortlist should now be created, and the selected candidates invited to participate in an interview. This is an important step in the selection process. It is the Appointments Committee’s responsibility to uphold uOttawa’s commitment to EDI and reflect that during interactions with the candidates that are interviewed. The following measures will help to ensure that the interview process is fair and equitable:

• All committee members need to have familiarized themselves with the applicable provisions and articles of the Ontario Human Rights Code, the employment equity policies and the APUO Collective Agreement.
• The Ontario Human Rights Code was first enacted in 1962. The Code prohibits actions that discriminate against people based on protected ground in a protected social area.
• The protected grounds are:
  • Age
  • Ancestry, colour, race
  • Citizenship
  • Ethnic origin
  • Place of origin
  • Creed
  • Disability
  • Family status
  • Marital status (including single status)
  • Gender identity, gender expression
  • Receipt of public assistance (in housing only)
  • Record of offences (in employment only)
  • Sex (including pregnancy and breastfeeding)
  • Sexual orientation
• The protected social areas are:
  • Accommodation (housing)
  • Contracts
  • Employment
  • Goods, services and facilities
  • Membership in unions, trade or professional associations
• Contact individual candidates prior to the interview date to inform them of the next steps. This includes sharing details related to the physical location of where the interviews will be held (e.g. meeting room and general access to the building), as well as parking instructions. Additionally, inquire about the candidate’s need for any specific accommodations. Include the following statement in the invitations for interview
• “Accommodations are available on request to all candidates taking part in any and all aspects of the selection process.”
• If interviewing a person with a disability, the disability must be accounted for in the provision of appropriate accommodation so that the candidate is able to fully and comfortably give their best presentation.
• All employers have a duty to accommodate employees to the point of undue hardship to avoid discrimination. The duty to accommodate means that sometimes an employer must treat someone differently in order to prevent discrimination. For example, inviting all candidates to attend a job interview in a building that is not wheelchair-accessible would be unfair to a candidate who might be a wheelchair user. In such cases, the duty to accommodate may require that alternative arrangements be made to ensure that all candidates can fully participate.
• Be mindful that not all forms of disabilities are visible, and that most individuals will avoid disclosing their need for an accommodation, even when asked. This is particularly common for individuals with mental health issues and those suffering from any form of depression or chronic stress, social anxiety disorder, or other less visible conditions.
• Ensure that all candidates are given equal opportunity to be at their best during the interview. Schedule interviews at a time that works for them.
• If any committee members are unable to attend an interview, ensure the interview is recorded and documented for those members.
• It is the responsibility of the Appointments Committee to arrange and coordinate the interviews. While the academic unit may be asked to provide administrative support to arrange and coordinate the interviews, this responsibility does not automatically fall back on them.
• Remember that the main purpose of the interview is to assess whether the candidate meets the bona fide occupational requirements (BFOR) of the position. Be mindful of potential biases based on race, age, gender, ethnic origin, disability, sexual orientation, etc., and make efforts to eliminate them from all decision-making.
• Assess each candidate based on their answers, and not their body language, speech patterns, accent, or style of interaction.
• Employment & Social Development Canada (ESDC) allows selection committees to consider “fit” when evaluating applicants. A good “fit” is a candidate who understands and relates to the organization’s culture, its personality, its mission, as well as how it operates. Often times, however, committee members may incorrectly use the word “fit” to favour candidates who look like them, act like them, and do not make them feel uncomfortable about their own privilege. Make sure that the word “fit” is not inappropriately used to indulge personal biases or to discriminate against candidates from marginalized groups.
• Remember that this is not a one-way process; candidates will also be making a decision about uOttawa. To this end, and as applicable, make additional information and resources about available to the candidates, such as the:
• Indigenous Resource Centre, which works closely with all university faculties and services to develop initiatives that support and benefit First Nations, Inuit and Métis communities at uOttawa. It provides services that support the classroom, career and personal needs in a manner consistent with Indigenous culture and values.
• Special Advisor, Diversity and Inclusion, who supports uOttawa’s commitment to ensuring EDI in the scholarly and leadership environments of its students, staff, and faculty.
• Accessibility Hub, which is a central online resource for accessibility at uOttawa. The Hub houses tools and resources to help students, educators and administrators identify and remove barriers to accessibility and to provide support for individuals on campus experiencing mental health issues.
• the APUO, which represents, and is the exclusive bargaining agent for, full-time professors, language teachers, counsellors, librarians, and certain research fellows.
• the Centre for Academic Leadership at uOttawa, which support Deans, Vice-Deans, Department Chairs, Research Leaders and persons in equivalent positions in their role as academic leaders. It facilitates networking between uOttawa colleagues holding academic-unit management positions, and also supports all regular professors of uOttawa in their career development, including offering them the opportunity to explore different career paths.
• the Human Rights Office, which provides leadership in the creation, implementation and evaluation of policies, procedures and practices on diversity, inclusion, equity, accessibility and the prevention of harassment and discrimination.
• the New Employee Toolkit, which is designed to assist newly hired uOttawa staff in learning about their unit as well as the university. It provides useful resources to new employees that will help them understand the university better as they adjust to their new work environment.

Additionally,

• Where the ground of discrimination is pregnancy or child-birth, the discrimination is deemed to be on the ground of sex.
• Review any personal notes from the Employment Equity in-person training workshop, to help develop consistent methods for interviewing.
• Avoid stereotypes. Not everyone from a certain equity group will behave in the same way. Within a cultural group, not everyone shares the group’s values and norms.
• Try to see the interview through the candidate’s perspective. Some candidates may not be comfortable in an interview setting, but perform well in a classroom or in a space that is familiar to them.

• Develop interview questions that objectively assess the criteria established in Step 1.
• It is not intentions, but actions and the consistency with which candidates are treated, that define the legality of the selection process. Therefore, ensure that measures are taken to avoid both intentional and unintentional discrimination in the selection process. This includes being mindful of the type of interview questions asked of the candidates.
• Prepare questions that relate directly to the bona fide occupational requirements of the position. Avoid asking questions relating to the prohibited grounds identified in the Ontario Human Rights Code (i.e. age, marital and/or family status, sexual orientation, disability, ancestry, etc.).
• For guidelines on the types of questions employers are permitted to ask, consult the Ontario Human Rights Commission’s hiring guide. The Canadian Human Rights Commission’s guide to screening and selection is also a useful resource.
• Prepare a set of questions that will be asked to all candidates, external and internal. Ensure that the questions relate directly to the requirements of the position. For example, if the job may require that the individual perform teaching duties during the evening (i.e. 7:00pm – 10:00pm) and/or on weekends, do not use this as a pretext to ask candidates to describe their family responsibilities. Rather, simply ensure that all candidates are aware that this may be a teaching requirement of the job. This will help to avoid unintentional bias and make valid comparative judgments.
• Ensure that each candidate is given sufficient opportunity to answer every question without interruption.
• Ensure that each committee member records and rates the responses of each candidate.
• In the case where areas of expertise vary among candidates, ask the same types of questions to all candidates.
• Inviting candidates to talk about themselves, their interests, or hobbies can be a great way to establish a connection, and to get to know them better. However, exercise caution and allow candidates to ‘steer’ any informal part of the conversation.
• Remember that the interview is a formal process regardless of whether it takes place on- or off-campus. In an effort to make the candidate feel comfortable, committee members may risk asking personal questions. Avoid placing too much focus on the candidate’s personal life. Failure to do so might make unsuccessful candidates feel that their personal information influenced the committee’s decision.
• Avoid any potential micro-aggressions, implied or not, resulting from your questions. For example, asking “Where are you from originally?” when speaking with any candidate, racialized or not, can imply they are not from here or do not belong.
• Avoid colloquialisms and metaphors such as ‘stumbling blocks’ or ‘jumping through hoops’ as they may not be understood by everyone.

PROHIBITED QUESTIONS

Refer to the list of prohibited questions (Step 2.2).

PERMISSIBLE QUESTIONS

At the interview stage of the employment process, the employer may expand the scope of job-related questions if necessary to determine, for example, the applicant's qualifications or their ability to perform the essential duties of the job.

The employer may ask questions that are about, or relating to:

• An applicant’s ability to work in Canada, when it is required that the position be held by a Canadian citizen, a permanent resident, or an individual who holds a valid work permit.
• Whether the applicant has been convicted of a criminal offence for which a pardon has not been granted.
• Whether an applicant is bondable, if being bondable is a reasonable and genuine qualification of the job.
• An applicant's ability to perform the essential duties of the job.

• Are all committee members familiar with the applicable provisions and articles of the Ontario Human Rights Code, the employment equity policies and the APUO Collective Agreement?
• Have shortlisted candidates been contacted prior to the interview? Have they been asked about a need for any special accommodation?
• Was the following statement included in the invitations for interview?
• “Accommodations are available on request to all candidates taking part in any and all aspects of the selection process.”
• Have interviews been scheduled at a time that works for the candidates?
• Are all committee members available to attend the interviews?
• Were additional information and resources available at the University shared with the candidates?
• Have the committee members reviewed personal notes from the Employment Equity in-person training workshop?
• Do the interview questions objectively assess the criteria established in Step 1?
• Have the committee members consulted the list of permissible and prohibited questions from the OHRC’s hiring guide?
• Did the Appointments Committee prepare a set list of questions that will be asked to all candidates, external and internal? Do the questions relate directly to the bona fide occupational requirements of the position?
• Has each candidate been given sufficient opportunity to answer every question without interruption?
• Has each committee member recorded and rated the responses of each candidate?

This is the final step of the selection process. Interviews have been completed with the shortlisted candidates, and now the Appointments Committee must decide which candidate to recommend for the position. The following steps will help to ensure fairness and equity as the final hiring decisions are made:

• The focus of the selection process must be on the bona fide occupational requirements of the position. While making decisions:
• Don’t judge a candidate based on one’s own knowledge and experience.
• Keep an open mind and avoid narrowing the search to someone that fits the traditional profile for the job. Differences and diversity can be important assets to an academic unit.
• Don’t make assumptions about a candidate without evidence.
• Avoid making unintentional or unconscious bias based on stereotypes.
• Perform a thorough reference check of candidates. Only contact the references provided by the applicant, unless you have obtained their prior approval to contact others.
• Evaluate all candidates, foreign or domestic, with the same criteria. While preference may be given to Canadian citizens and permanent residents, the individual candidate assessment must be based on their qualifications, not their location.
• Follow the requirements and guidelines set by IRCC for hiring a foreign academic. The IRCC requires that recruitment records for foreign nationals be retained on file for six (6) years from the date of hire. uOttawa’s records retention policy requires that recruitment records of all academic staff be retained for five (5) years.
• If there are two (2) top candidates that are equally qualified and one of them is part of an under-represented equity group, the offer must be made to the candidate who belongs to the under-represented equity group.
• The appointment of the candidate will be made by the Employer on the recommendation of the academic unit, and the Dean of the Faculty. Besides the recommendation of the academic unit, the Department Chair may also make a separate recommendation.
• Once the successful candidate has signed an employment contract, all unsuccessful candidates who participated in the interview process should be informed that their application was unsuccessful, before formally announcing the new hire.
• Academic units deemed to have under-representation of an equity group must include the following information along with their candidate recommendation that is submitted to the Dean:
  • The list of members of the selection committee;
  • Assurances that all candidates on the short list were given the opportunity of meeting all Members of the academic unit;
  • The short list of candidates;
  • The list of candidates considered to be qualified;
  • The list of candidates considered to be unqualified.

In the case where the appointment of a candidate that is not a part of an equity group is being contemplated, the academic unit must also submit a written summary of reasons for the selection to the Dean.

• Has a thorough reference check of the desired candidate been carried out?
• Were all candidates evaluated using the same criteria?
• If hiring a foreign academic, did the committee check the requirements and guidelines set by IRCC?
• Has the candidate recommendation been submitted to the Dean?
• For those academic units deemed to have under-representation of an equity group, were the required documents submitted to the Dean along with the recommendation?
• Has the Dean’s office confirmed:
• The offer letter has been sent out to the candidate?
• The employment contract has been signed by the candidate?
• Were all unsuccessful candidates who participated in the interview process informed that their application was unsuccessful?