SELECTING AN EXECUTIVE DIRECTOR by Robert M. Ryan and Beth S.V. Ullery
This case study reports the experience of a new mental health organization in employing its first executive. The process helped educate board members, discouraged unreal expectations, and formed the basis for evaluating executive performance.
A f r e q u e n t l y identified but s e l d o m addressed issue in the literature of human services administration is the evaluation of administrative personnel, particularly the executive. An even less frequently addressed issue is the process for selecting an agency executive. Yet executive performance is crucial to the success of the organization. The executive sets the organizational tone, represents the organization to the larger community, and is the one ultimately held responsible for its total operation. This case study reports the experience of one agency in hiring an executive. It includes such factors as educating board members about the qualities of an effective executive, developing the criteria to be used in the selection process, time as a critical element in not losing a strong candidate, and building a mechanism to evaluate the executive's future performance. The selection and evaluation processes are viewed as poles on a continuum rather than as separate and unrelated events.
Robert M. Ryan is Associate Professor in the School of Social Work, The Ohio State University, Columbus. Beth S.V. Ullery is a second year graduate student at the School of Social Work, The Ohio State University in Columbus.
66
The importance of developing criteria to help guide the selection process and create a mechanism to evaluate executive performance was underscored by the glaring omissions d i s c o v e r e d as o t h e r a g e n c y p o s i t i o n descriptions and criteria were examined. In a review of position descriptions for state and local government mental health executives at various levels and those from private organizations, two features emerged c o n s i s t e n t l y . First, t h e s t a t e m e n t s o f expectations for a given position indicated that the person would be responsible for such functions as planning, budgeting, personnel management, and evaluation. Second, the criteria for each position included academic qualifications, licensure in some cases, and a specified amount of clinical experience. However, there was not a single instance in which the qualifications for an administrative position included demonstrated administrative competence. This inconsistency between job expectations and practical experience can place the executive in an untenable position. He is often hired because of clinical competence that may be unrelated to the requirements of the executive position. Levinson and Klerman (1972) point out that "the middle and top management echelons of our mental health organizations are occupied
largely by p r o f e s s i o n a l s . . , who are minimally equipped by education, and often by interest, to understand and cope creatively with their managerial responsibilities."
organization. The final stages were completed and the basic organizational design established approximately six months later.
Developing a Job Description The Organization North Area Mental Health and Retardation Services, Inc. was organized in 1975 to coordinate mental health services within the north catchment area of Franklin County. The organization has three major components: 1)a 25 member board of trustees; 2) an agency advisory council that includes the executive and a board member from each of the 17 mental health related agencies in the north area; 3) a professional staff consisting of the executive d i r e c t o r and administrative secretary. Centralized administration of mental health and retardation services for the catchment area is provided through these components. The organization grew out of a need for cooperation which had been identified by professional staff members of various area agencies who had begun meeting regularly in 1973 to coordinate their programs. In 1974 mental health professionals with competence in planning and/or administration were invited to join the initial group. Almost two years after their initial meeting, formal appointment of a North Area Mental Health Task Force was made by the Franklin County Mental Health and Retardation Board.* The task force was composed of agency professionals and people from the area who were interested in mental health. They were charged with completing the final phase of planning including the design of a formal *Mental health legislation in Ohio requires a county planning authority in addition to centers that provide direct services. The central planning authority, referred to as a 648 Board after the legislation number, may not deliver direct services. The 648 Board is responsible for all planning and funding (except for fees generated by the centers) and for all mental health and retardation (except education) services in a given county or multi-county area.
A personnel committee was the first standing committee appointed. Unlike other standing committees to which only members of the newly created board were appointed, it consisted of three task force members who had been appointed to the board and four who had not. * The first task was the development of a description for the executive director position and there seemed to be more questions than answers. What should it look like? What should be included? How extensive should it be? How to proceed? There was general agreement that the position description must reflect the unique character of the organization and be used to help evaluate the executive's performance. The committee realized that this required a functionally specific description that delineated the responsibilities, roles, and expectations of the executive function. Various position descriptions from governmental and private agencies were obtained for committee review. Unfortunately, the available models were of little help. They did not adequately reflect the uniqueness of the organization nor could they be adapted for use. However, the committee used an academic model (Foster 1974) that graphically delineated eleven generic executive roles or functions. General agreement concerning content and format was reached after further discussion and each committee member was charged with writing a position description that reflected this agreement.
*Half of the board members had been members ofthetask force and half were individuals who had no prior experience with the task force. This was intended to provide continuity with minimal "parenting" by those who helped create the organization.
67
Four members presented written material at the next committee meeting, all strikingly similiar. The final position description (Appendix A) represents an integration of those four documents. The criteria used by the personnel committee (Appendix B) were d e v e l o p e d to r e f l e c t t h e p r e f e r r e d qualifications and skills of the person being sought and are based on the position description.
Search Process With the final draft of the position description completed, the c o m m i t t e e considered procedures for announcing the position and reviewing applications. The application form and procedures used by the presidential search committee for a liberal arts college in a neighboring community were used as a basic frame of reference. These were modified to develop a data form (Appendix C) consistent with the major components of the position description. Announcements of the position were placed in several metropolitan newspapers within the state, several s t a t e w i d e p r o f e s s i o n a l newsletters, The New York Times and through word of mouth. National professional journals were not used because of time constraints. Each person responding to the announcement was mailed a packet that included the position description, the criteria, and the data form. Each applicant was asked to submit the data form even ifa vita was submitted with the letter of inquiry. The reasons for this included the t
The position description must reflect the unique character of the organization and be used to performance.
evaluate
the
executive's
need for internal consistency for evaluation purposes, a desire for a response to specific items frequently not included in a vita, and as 68
an indication of the applicant's level of interest in the position. The data form also provided the committee with information about an applicant's relevant experience for the position, often difficult to ferret out from a typical vita.
Evaluation Process An applicant rating form (Appendix D) was developed for use by members of the committee. The form assigns values to each
Agreement on whether to consider a given applicant was never in question. item in the job description with some items weighted more heavily than others. These reflect functional areas (fund raising, interorganizational development) of high priority related to the needs of the organization. The personnel committee was divided into three subcommittees of two persons each. The two members of each s u b c o m m i t t e e independently evaluated the applications, ranked the applicant on each item and returned the completed evaluation to the committee chairman. If major discrepancies occurred, or if there was significant disagreement on any application, the chairman of the committee reviewed, evaluated, and ranked the applicant. If the differences could not be reconciled, a second subcommittee evaluated the application without prior knowledge of the discrepancy. Each judge was strongly encouraged to include written comments on significant points in the application. While there were several instances in which judges varied widely on single items, agreement on whether to consider a given applicant was never in question. A large number of written comments were included and it was these, rather than the individual rankings that helped the chairman determine that individual item disagreements were not significant.
r
There were 81 initial inquiries about the p o s i t i o n , r e s u l t i n g in 31 c o m p l e t e d applications.* Of those not completing applications, six who had included a vita appeared to satisfy the criteria for the position. These six were personally contacted by the chairman and in each instance, the individual explained he had chosen not to pursue the position because the information sent indicated there was no opportunity for clinical practice. Others, known personally by committee members or staff, indicated that after reading the material they realized that they were not qualified. In effect, the information provided to the applicants and the requirement that they complete the data form comprised the first screening mechanism. The second screening device, the assessment of completed applications, accomplished three primary goals. As a gross measure of an individual's fitness for the position, it served to highlight those with relevant experience and competence. It expedited the review process
Many board members of mental health programs know very little about the qualities to look for in a mental health executive. yet assured each applicant of equal treatment while not overwhelming individual committee members with reading. Finally, it helped educate members of the personnel committee to the qualities they were seeking in an executive. The importance of this point became more clear as the committee moved into the actual interviewing process. In the third screening, six people were invited for personal interviews with the committee. Of these, three were unanimously rejected and one withdrew. The position was offered to and accepted by one of the two
*Salary r a n g e was $20,000-$25,000 and was considered an attraction r a t h e r than a deterrent.
remaining candidates. To date the performance of that candidate has proven the choice to be a sound one. The committee did not review a single application from a mental health professional who had t r a i n i n g in m e n t a l h e a l t h administration. Two of the six interviewed had degrees in hospital administration but no clinical training. They all cited the lack of continuing education opportunities as a barrier. The two candidates with administrative degrees specfically expressed a need for continuing education that would allow them to broaden their knowledge about clinical issues. Grantsmanship and budgeting were cited as the major gaps by those with a clinical background.
Conclusion A process such as the one detailed here serves several valuable functions. It reduces the time factor considerably, particularly important for board members who are volunteers. Timing is also important from the applicant's perspective. Two strong candidates were lost to other organizations. In discussions with other agencies both before and after this experience, we learned that this loss was quite small. The time involved in the process reported here, from the initial meeting of the personnel committee to the employment of the executive, was four months. It took six weeks from the time of his initial application to hire the successful applicant. Many board members of mental h e a l t h programs know little about the qualities to
Ongoing evaluation of the executive should be accompanied by a regular updating of the position description. look for in a mental health executive. The process of developing a job description and reviewing applications helped educate them so that when the interviewing phase was reached, 69
they were clear about the qualities being sought. The experience gained in the interview process has reinforced the belief that the Applicant Rating Scale can help in evaluating the performance of the present executive. It provides a judgment of his competence at the time of employment and can be used as a framework for assessments of his on the job performance at appropriate intervals. The job description has helped guide the executive in his daily work, the use intended by the committee when it was designed. Because it was written to reflect agency objectives and to specify executive functions in relation to these,
REFERENCES Clifford, Beverly C. Citizen Participation on Mental Health Boards. Unpublished MSW Thesis, School of Social Work, The Ohio State University, 1975. Foster, Gerald P. The Universality of the Executive
70
the board members and the executive are able to relate to each other within a set of expectations that are clear to all. In the final analysis, it is the board that must evaluate the executive's performance. To the extent that they are all clear on what is expected of him, the evaluation process is improved. A carefully constructed position description is an essential component in both the selection and the evaluation of the executive. But ongoing evaluation of the executive should be accompanied by a regular updating of the position description. Organizational priorities do change and unless the position description reflects these changes it will no longer be of value.
Process: A Bifocal Model. Department of Public Administration, School of Business Administration, University of Denver, 1972, Mimeo. Levinson, D., and Klerman, G. The clinicanexecutive revisited. Administration in Mental Health, 54-67, Winter, 1972. ADMINISTRATION IN MENTAL HEALTH
APPENDIX A POSITION DESCRIPTION EXECUTIVE DIRECTOR MENTAL HEALTH AND MENTAL RETARDATION SERVICES The Community Mental Health and Retardation Board is charged with the coordination of existing mental health and retardation services, an identification of gaps in the existing service delivery system, and the development of programs to close those gaps. These objectives are to be carried out for the express purpose of providing a comprehensive mental health and retardation service delivery system for the community consistent with the community plan, goals and priorities of the Mental Health and Retardation Board. JOB SUMMARY The Executive Director is to facilitate, develop, and administer all service development activities of the Mental Health and Retardation Board in accordance with the stated purpose of the Board and within the general policies as formulated by the Board of Trustees. To provide information and leadership to the Board of Trustees in helping to keep them alert to changing community needs, and to modify service development activities in a manner to insure maximum benefits to the citizens of the North Area. To administer the Board's resources in an appropriate and accountable manner. To stimulate cooperative and coordinated service efforts in the community. To be annually evaluated by the Board. To interrelate with citizens and service providers and to improve and enhance the quality and quantity of service provided in the North Area. JOB DESCRIPTION The Director's duties and responsibilities are stated below in terms of his/her relationship to four groups, the Board of Trustees, Community, Staff, and Professional Advisory Council. I.
Duties and Responsibilities in Relation to the Board. A.
The Director will act in an advisory capacity. (I) Provide professional advice as required. (2) Initiate and assist in policy recommendations and priority determinations. (3) Initiate and assist in developing program recommendations to the Board.
B.
The Director will act as a resource person for information required by the Board for its deliberations. (1) Provide data collection, storage, analysis and distribution in a useful form. He/She may be aided in this task by the Professional Advisory Council and Subcommittees of the Board. (2) Act as staff liaison between the Board and Mental Health and Retardation programs. (3) Act as liaison between the Board and other groups and agencies as directed by the Board. 71
II.
III.
72
C.
The Director will assume executive responsibility as directed by the Board. (1) Execute and implement policies and actions of the Board. (2) Translate Board policy into rules and procedures through analysis and interpretation of Board decisions.
D.
The Director will be responsible for fiscal management of the Board's resources. (I) Prepare the Board's budget, and arrange for an appropriate presentation and interpretation of that budget. (2) Locate and develop revenue sources. (3) Oversee expenditures of funds as allocated by the Board.
E.
The Director will assemble an adequate staff which can provide all the staff services required by the Board. (1) Provide clerical support to the Board, its subcommittees, and the Advisory Council. (2) Provide coordination and staff for planning and conducting the activities of the Board and subcommittees, including special activities or projects.
F.
The Director will aid in the evaluation of programs as directed by the Board.
Duties and Responsibilities in Relation to the Community. A.
The Director will coordinate the programs and services of existing and potential service providers within the community.
B.
The Director will assemble and maintain a central file containing information identifying and inventorying community needs and service providers in the community. This file will be open to the public.
C.
The Director will serve as organizer or coordinator of programs to provide education, training, and publicity to the community and agencies in the area of mental health and retardation.
D.
The Director will be available to consult with North Catchment Area individuals, groups or agencies in areas consistent with his/her expertise and the policies of the Board.
Duties and Responsibilities in Relation to Staff
A.
The Director will develop and administer the Board's personnel policies consistent with the personnel policies established by the community Mental Health and Retardation Board.
B.
The Director will be responsible for providing the Board with personnel evaluations of the staff.
C.
The Director will provide recommendations to the Board concerning hiring and release of staff and staff salaries when appropriate.
D.
The Director will assign staff and delegate responsibility.
E.
IV.
The Director will provide for a staff development program which insures adequate skill development for all personnel.
Duties and Responsibilities in Relation to the Professional Advisory Council A.
The Director will meet at least monthly with the Council to obtain advice and interaction concerning Board actions and ongoing planning.
B.
The Director will work cooperatively with the Council to assure coordination and communication between it and the Board.
APPENDIX B CRITERIA GUIDING THE PERSONNEL COMMITTEE IN THE SELECTION OF A CANDIDATE FOR EXECUTIVE DIRECTOR The purposes of the following criteria are to serve as a guide in the selection process and provide a perspective of the essential qualifications which the successful candidate is expected to bring to this post. (I)
EDUCATION
He/She should possess an advanced degree in a mental health profession or behavioral science from an accredited college or university, and be well-informed concerning current and developing trends in mental health and retardation services. (2)
EXPERIENCE
He/She should have a minimum of five years experience after receiving the degree. This experience should include aspects of direct clinical practice, planning, community organization, and administration, preferably both in the public and private sectors. The administrative experience should demonstrate an understanding of fiscal management and an ability to apply it. He/She should have a demonstrated competence in working with other organizations. This position should be a logical progression in his/her career. (3)
COMMITMENT
He/She should possess a high degree of motivation and interest in the area of developing and coordinating community mental health and retardation services, and should be able to motivate and interest the public and other groups and organizations in this area. (4)
SPECIAL SKILLS
He/She should be creative and innovative in developing new approaches or services in mental health and retardation care. He/She should be able to communicate articulately and effectively with the public, the board, and other groups and organizations.
73
(5)
PERSONAL CHARACTERISTICS
He/She should possess a genuine concern for people, leadership ability, good physical and emotional health and capability for self-direction. APPENDIX C DATA F O R M FOR THE POSITION OF DIRECTOR GENERAL I N F O R M A TION
I.
Name in full Address Number
Telephone (Area Code) Date of Birth Marital Status Number and ages of children
Do you have any knowledge at the present time of any physical or emotional impairment which may be an obstacle to serving this position?
II.
EDUCATION B A C K G R O U N D
Beginning with high school, please list all educational institutions attended. Degree and Institution Location Dates Year Received III.
VOCATIONAL E X P E R I E N C E
Please list all employment. (Please list name and address of your superior in your present position). Employer IV.
Years o f Service
A R E A S OF SPECIFIC EXPERIENCE-2"Please list all related information that could
be helpful. A D M I N I S T R A TIVE E X P E R I E N C E PLANNING E X P E R I E N C E
74
Position
FISCAL M A N A G E M E N T E X P E R I E N C E CLINICAL E X P E R I E N C E PUBLIC A N D / O R C O M M U N I T Y R E L A T I O N S E X P E R I E N C E C O M M U N I T Y ACTIVITIES A N D A R E A S OF VOLUNTEER S E R V I C E HONORS A N D A W A R D S MEMBERSHIPS(Please list all professional and community groups in which you hold membership.) L E T T E R S OF R E C O M M E N D A T I O N (Please list the names and addresses of at least three persons in academic, professional, business or community affairs to whom we may write for letters of recommendation. Using the enclosed information as a guide, please comment on your capabilities for fulfilling this position. Indicate minimum salary expectations. Submitted by Date (Additional materials may be appended) APPENDIX D
APPLICANT RATING SCALE APPLICANT NAME EDUCATION: Advanced degree in one of the mental health professions or the behavioral sciences: PhD--Psychology, Sociology, Social Work MD --Community Psychiatry MHA--Hospital Administration MPA--Public Administration MPH--Public Health MSW--Social Work MA --Psychology, Sociology, Nursing, Other EXPERIENCE: A minimum of five (5) years in the mental health field including: (circle one) 1. the public sector 2. the private sector 3. both
The following items should be ranked on the scale before each item. Operational criteria for making a judgment can be found on the last page. Circle the number preceding each item that 75
best reflects the point along this continuum of the applicant's practice experience. ADMINISTRATION:
To what extent has this applicant:
0 0 0
1 2 1 2 1 2
3 3 3
4 4 4
(1) (2) (3)
0 0 0 0
1 1 1 1
2 2 2 2
3 3 3 3
4 4 4 4
(4) (5) :(6) (7)
0
1 2
3
4
(8)
PLANNING:
To what extent has this applicant:
0 1 2 3 0 1 2 2 3 4 2 3 4 1 2 3 0 1 2
4 3 5 5 4 3
4 6 6 5 4
(9) (lO) (11) (12) (13) (14)
0 0 0 0
3 4 3 4 3 4 3 4
(15) (16) (17) (18)
1 1 1 1
2 2 2 2
CLINICAL 0 0 0
76
1 2 1 2 1 2
3 3 3
worked directly with an agency board an understanding of data collection and analysis processes worked with other agencies a n d / o r programs in a liaison capacity participated in the implementation of board decisions engaged in the hiring, evaluation, and termination ofpersonnel developed a n d / o r implemented personnel policies previously managed (supervised) professional personnel 1. none 2. less than five 3. ten or less 4. twenty or less 5. more than twenty managed (supervised) non-professional personnel
EXPERIE 4 4 4
(19) (20) (21)
coordinated existing programs and services developed a n d / o r used a management information system developed new programs with existing systems initiated and developed new service delivery developed a n d / o r worked with "atypical" agencies worked with agency boards--other than that in which the applicant was employed worked with interested community groups engaged in the development of "vested-interest" groups worked with various professional groups in the private sector developed a n d / o r used programs and organizational evaluations NCE:
To what extent has this applicant:
engaged in direct counseling or therapy with individuals engaged in direct service or therapy with families engaged in direct service or therapy with groups
FISCAL M A N A G E M E N T :
To what extent has this applicant:
0 0
1 2 1 2
3 3
4 4
(22) (23)
0
1 2
3
4
(24)
0
1 2
3
4
(25)
0
1 2
3
4
(26)
engaged in the development of budgets engaged in the development a n d / o r utilization accounting system engaged in the development of grant proposals sector engaged in the development of grant proposals foundations engaged in transactions with insurance a n d / o r party payment resources
of an in the public for private other third
PUBLIC A N D / O R C O M M U N I T Y RELATIONS: 0 0
1 2 1 2
3 4 3 4
(27) (28)
worked with"outside publics" made use of the press and other mass media
OTHER SIGNIFICANT EXPERIENCE: 1 2
3
4
5
(29)
1 2
3
4
5
(30)
1 2
3
4
5
(31)
To what extent has this applicant:
State the experience and justify your rating:
The following statements are suggested as criteria to employ in ranking the various qualities we are looking for in the applicants for the Executive position. 0.
NONE:
Has had no practice activity in this area
1.
SOME:
The person would know about such activities but would not have actually engaged in that specific activity (i.e., know how to develop a budget but has never actually done so).
2.
BASIC:
The person would know the above and would have participated in the activity in conjunction with a more seasoned practitioner (i.e., would have compiled some of the required data for a budget and have participated in its final formulation--but not the implementation).
3.
CONSIDERABLE:
The person would have engaged in this activity as an assistant or at the middle management level of a larger program (i.e., develop a budget for the unit for which responsible and had the responsibility of implementing that budget).
4.
EXTENSIVE:
The person would have been in the position to assume primary responsibility for c o n d u c t i n g this activity, d e l e g a t i n g responsibility, or at least carry a major share of the responsibility (i.e., develop a budget which is submitted to a board for approval and carry the major responsibility for implementing that budget).
5.
MAJOR:
Same as for extensive except that the person would have carried these responsibilities in both the public and private sectors.
77
This case study reports the experience of a new mental health organization in employing its first executive. The process helped educate board members, discouraged unreal expectations, and formed the basis for evaluating executive performance.
A f r e q u e n t l y identified but s e l d o m addressed issue in the literature of human services administration is the evaluation of administrative personnel, particularly the executive. An even less frequently addressed issue is the process for selecting an agency executive. Yet executive performance is crucial to the success of the organization. The executive sets the organizational tone, represents the organization to the larger community, and is the one ultimately held responsible for its total operation. This case study reports the experience of one agency in hiring an executive. It includes such factors as educating board members about the qualities of an effective executive, developing the criteria to be used in the selection process, time as a critical element in not losing a strong candidate, and building a mechanism to evaluate the executive's future performance. The selection and evaluation processes are viewed as poles on a continuum rather than as separate and unrelated events.
Robert M. Ryan is Associate Professor in the School of Social Work, The Ohio State University, Columbus. Beth S.V. Ullery is a second year graduate student at the School of Social Work, The Ohio State University in Columbus.
66
The importance of developing criteria to help guide the selection process and create a mechanism to evaluate executive performance was underscored by the glaring omissions d i s c o v e r e d as o t h e r a g e n c y p o s i t i o n descriptions and criteria were examined. In a review of position descriptions for state and local government mental health executives at various levels and those from private organizations, two features emerged c o n s i s t e n t l y . First, t h e s t a t e m e n t s o f expectations for a given position indicated that the person would be responsible for such functions as planning, budgeting, personnel management, and evaluation. Second, the criteria for each position included academic qualifications, licensure in some cases, and a specified amount of clinical experience. However, there was not a single instance in which the qualifications for an administrative position included demonstrated administrative competence. This inconsistency between job expectations and practical experience can place the executive in an untenable position. He is often hired because of clinical competence that may be unrelated to the requirements of the executive position. Levinson and Klerman (1972) point out that "the middle and top management echelons of our mental health organizations are occupied
largely by p r o f e s s i o n a l s . . , who are minimally equipped by education, and often by interest, to understand and cope creatively with their managerial responsibilities."
organization. The final stages were completed and the basic organizational design established approximately six months later.
Developing a Job Description The Organization North Area Mental Health and Retardation Services, Inc. was organized in 1975 to coordinate mental health services within the north catchment area of Franklin County. The organization has three major components: 1)a 25 member board of trustees; 2) an agency advisory council that includes the executive and a board member from each of the 17 mental health related agencies in the north area; 3) a professional staff consisting of the executive d i r e c t o r and administrative secretary. Centralized administration of mental health and retardation services for the catchment area is provided through these components. The organization grew out of a need for cooperation which had been identified by professional staff members of various area agencies who had begun meeting regularly in 1973 to coordinate their programs. In 1974 mental health professionals with competence in planning and/or administration were invited to join the initial group. Almost two years after their initial meeting, formal appointment of a North Area Mental Health Task Force was made by the Franklin County Mental Health and Retardation Board.* The task force was composed of agency professionals and people from the area who were interested in mental health. They were charged with completing the final phase of planning including the design of a formal *Mental health legislation in Ohio requires a county planning authority in addition to centers that provide direct services. The central planning authority, referred to as a 648 Board after the legislation number, may not deliver direct services. The 648 Board is responsible for all planning and funding (except for fees generated by the centers) and for all mental health and retardation (except education) services in a given county or multi-county area.
A personnel committee was the first standing committee appointed. Unlike other standing committees to which only members of the newly created board were appointed, it consisted of three task force members who had been appointed to the board and four who had not. * The first task was the development of a description for the executive director position and there seemed to be more questions than answers. What should it look like? What should be included? How extensive should it be? How to proceed? There was general agreement that the position description must reflect the unique character of the organization and be used to help evaluate the executive's performance. The committee realized that this required a functionally specific description that delineated the responsibilities, roles, and expectations of the executive function. Various position descriptions from governmental and private agencies were obtained for committee review. Unfortunately, the available models were of little help. They did not adequately reflect the uniqueness of the organization nor could they be adapted for use. However, the committee used an academic model (Foster 1974) that graphically delineated eleven generic executive roles or functions. General agreement concerning content and format was reached after further discussion and each committee member was charged with writing a position description that reflected this agreement.
*Half of the board members had been members ofthetask force and half were individuals who had no prior experience with the task force. This was intended to provide continuity with minimal "parenting" by those who helped create the organization.
67
Four members presented written material at the next committee meeting, all strikingly similiar. The final position description (Appendix A) represents an integration of those four documents. The criteria used by the personnel committee (Appendix B) were d e v e l o p e d to r e f l e c t t h e p r e f e r r e d qualifications and skills of the person being sought and are based on the position description.
Search Process With the final draft of the position description completed, the c o m m i t t e e considered procedures for announcing the position and reviewing applications. The application form and procedures used by the presidential search committee for a liberal arts college in a neighboring community were used as a basic frame of reference. These were modified to develop a data form (Appendix C) consistent with the major components of the position description. Announcements of the position were placed in several metropolitan newspapers within the state, several s t a t e w i d e p r o f e s s i o n a l newsletters, The New York Times and through word of mouth. National professional journals were not used because of time constraints. Each person responding to the announcement was mailed a packet that included the position description, the criteria, and the data form. Each applicant was asked to submit the data form even ifa vita was submitted with the letter of inquiry. The reasons for this included the t
The position description must reflect the unique character of the organization and be used to performance.
evaluate
the
executive's
need for internal consistency for evaluation purposes, a desire for a response to specific items frequently not included in a vita, and as 68
an indication of the applicant's level of interest in the position. The data form also provided the committee with information about an applicant's relevant experience for the position, often difficult to ferret out from a typical vita.
Evaluation Process An applicant rating form (Appendix D) was developed for use by members of the committee. The form assigns values to each
Agreement on whether to consider a given applicant was never in question. item in the job description with some items weighted more heavily than others. These reflect functional areas (fund raising, interorganizational development) of high priority related to the needs of the organization. The personnel committee was divided into three subcommittees of two persons each. The two members of each s u b c o m m i t t e e independently evaluated the applications, ranked the applicant on each item and returned the completed evaluation to the committee chairman. If major discrepancies occurred, or if there was significant disagreement on any application, the chairman of the committee reviewed, evaluated, and ranked the applicant. If the differences could not be reconciled, a second subcommittee evaluated the application without prior knowledge of the discrepancy. Each judge was strongly encouraged to include written comments on significant points in the application. While there were several instances in which judges varied widely on single items, agreement on whether to consider a given applicant was never in question. A large number of written comments were included and it was these, rather than the individual rankings that helped the chairman determine that individual item disagreements were not significant.
r
There were 81 initial inquiries about the p o s i t i o n , r e s u l t i n g in 31 c o m p l e t e d applications.* Of those not completing applications, six who had included a vita appeared to satisfy the criteria for the position. These six were personally contacted by the chairman and in each instance, the individual explained he had chosen not to pursue the position because the information sent indicated there was no opportunity for clinical practice. Others, known personally by committee members or staff, indicated that after reading the material they realized that they were not qualified. In effect, the information provided to the applicants and the requirement that they complete the data form comprised the first screening mechanism. The second screening device, the assessment of completed applications, accomplished three primary goals. As a gross measure of an individual's fitness for the position, it served to highlight those with relevant experience and competence. It expedited the review process
Many board members of mental health programs know very little about the qualities to look for in a mental health executive. yet assured each applicant of equal treatment while not overwhelming individual committee members with reading. Finally, it helped educate members of the personnel committee to the qualities they were seeking in an executive. The importance of this point became more clear as the committee moved into the actual interviewing process. In the third screening, six people were invited for personal interviews with the committee. Of these, three were unanimously rejected and one withdrew. The position was offered to and accepted by one of the two
*Salary r a n g e was $20,000-$25,000 and was considered an attraction r a t h e r than a deterrent.
remaining candidates. To date the performance of that candidate has proven the choice to be a sound one. The committee did not review a single application from a mental health professional who had t r a i n i n g in m e n t a l h e a l t h administration. Two of the six interviewed had degrees in hospital administration but no clinical training. They all cited the lack of continuing education opportunities as a barrier. The two candidates with administrative degrees specfically expressed a need for continuing education that would allow them to broaden their knowledge about clinical issues. Grantsmanship and budgeting were cited as the major gaps by those with a clinical background.
Conclusion A process such as the one detailed here serves several valuable functions. It reduces the time factor considerably, particularly important for board members who are volunteers. Timing is also important from the applicant's perspective. Two strong candidates were lost to other organizations. In discussions with other agencies both before and after this experience, we learned that this loss was quite small. The time involved in the process reported here, from the initial meeting of the personnel committee to the employment of the executive, was four months. It took six weeks from the time of his initial application to hire the successful applicant. Many board members of mental h e a l t h programs know little about the qualities to
Ongoing evaluation of the executive should be accompanied by a regular updating of the position description. look for in a mental health executive. The process of developing a job description and reviewing applications helped educate them so that when the interviewing phase was reached, 69
they were clear about the qualities being sought. The experience gained in the interview process has reinforced the belief that the Applicant Rating Scale can help in evaluating the performance of the present executive. It provides a judgment of his competence at the time of employment and can be used as a framework for assessments of his on the job performance at appropriate intervals. The job description has helped guide the executive in his daily work, the use intended by the committee when it was designed. Because it was written to reflect agency objectives and to specify executive functions in relation to these,
REFERENCES Clifford, Beverly C. Citizen Participation on Mental Health Boards. Unpublished MSW Thesis, School of Social Work, The Ohio State University, 1975. Foster, Gerald P. The Universality of the Executive
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the board members and the executive are able to relate to each other within a set of expectations that are clear to all. In the final analysis, it is the board that must evaluate the executive's performance. To the extent that they are all clear on what is expected of him, the evaluation process is improved. A carefully constructed position description is an essential component in both the selection and the evaluation of the executive. But ongoing evaluation of the executive should be accompanied by a regular updating of the position description. Organizational priorities do change and unless the position description reflects these changes it will no longer be of value.
Process: A Bifocal Model. Department of Public Administration, School of Business Administration, University of Denver, 1972, Mimeo. Levinson, D., and Klerman, G. The clinicanexecutive revisited. Administration in Mental Health, 54-67, Winter, 1972. ADMINISTRATION IN MENTAL HEALTH
APPENDIX A POSITION DESCRIPTION EXECUTIVE DIRECTOR MENTAL HEALTH AND MENTAL RETARDATION SERVICES The Community Mental Health and Retardation Board is charged with the coordination of existing mental health and retardation services, an identification of gaps in the existing service delivery system, and the development of programs to close those gaps. These objectives are to be carried out for the express purpose of providing a comprehensive mental health and retardation service delivery system for the community consistent with the community plan, goals and priorities of the Mental Health and Retardation Board. JOB SUMMARY The Executive Director is to facilitate, develop, and administer all service development activities of the Mental Health and Retardation Board in accordance with the stated purpose of the Board and within the general policies as formulated by the Board of Trustees. To provide information and leadership to the Board of Trustees in helping to keep them alert to changing community needs, and to modify service development activities in a manner to insure maximum benefits to the citizens of the North Area. To administer the Board's resources in an appropriate and accountable manner. To stimulate cooperative and coordinated service efforts in the community. To be annually evaluated by the Board. To interrelate with citizens and service providers and to improve and enhance the quality and quantity of service provided in the North Area. JOB DESCRIPTION The Director's duties and responsibilities are stated below in terms of his/her relationship to four groups, the Board of Trustees, Community, Staff, and Professional Advisory Council. I.
Duties and Responsibilities in Relation to the Board. A.
The Director will act in an advisory capacity. (I) Provide professional advice as required. (2) Initiate and assist in policy recommendations and priority determinations. (3) Initiate and assist in developing program recommendations to the Board.
B.
The Director will act as a resource person for information required by the Board for its deliberations. (1) Provide data collection, storage, analysis and distribution in a useful form. He/She may be aided in this task by the Professional Advisory Council and Subcommittees of the Board. (2) Act as staff liaison between the Board and Mental Health and Retardation programs. (3) Act as liaison between the Board and other groups and agencies as directed by the Board. 71
II.
III.
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C.
The Director will assume executive responsibility as directed by the Board. (1) Execute and implement policies and actions of the Board. (2) Translate Board policy into rules and procedures through analysis and interpretation of Board decisions.
D.
The Director will be responsible for fiscal management of the Board's resources. (I) Prepare the Board's budget, and arrange for an appropriate presentation and interpretation of that budget. (2) Locate and develop revenue sources. (3) Oversee expenditures of funds as allocated by the Board.
E.
The Director will assemble an adequate staff which can provide all the staff services required by the Board. (1) Provide clerical support to the Board, its subcommittees, and the Advisory Council. (2) Provide coordination and staff for planning and conducting the activities of the Board and subcommittees, including special activities or projects.
F.
The Director will aid in the evaluation of programs as directed by the Board.
Duties and Responsibilities in Relation to the Community. A.
The Director will coordinate the programs and services of existing and potential service providers within the community.
B.
The Director will assemble and maintain a central file containing information identifying and inventorying community needs and service providers in the community. This file will be open to the public.
C.
The Director will serve as organizer or coordinator of programs to provide education, training, and publicity to the community and agencies in the area of mental health and retardation.
D.
The Director will be available to consult with North Catchment Area individuals, groups or agencies in areas consistent with his/her expertise and the policies of the Board.
Duties and Responsibilities in Relation to Staff
A.
The Director will develop and administer the Board's personnel policies consistent with the personnel policies established by the community Mental Health and Retardation Board.
B.
The Director will be responsible for providing the Board with personnel evaluations of the staff.
C.
The Director will provide recommendations to the Board concerning hiring and release of staff and staff salaries when appropriate.
D.
The Director will assign staff and delegate responsibility.
E.
IV.
The Director will provide for a staff development program which insures adequate skill development for all personnel.
Duties and Responsibilities in Relation to the Professional Advisory Council A.
The Director will meet at least monthly with the Council to obtain advice and interaction concerning Board actions and ongoing planning.
B.
The Director will work cooperatively with the Council to assure coordination and communication between it and the Board.
APPENDIX B CRITERIA GUIDING THE PERSONNEL COMMITTEE IN THE SELECTION OF A CANDIDATE FOR EXECUTIVE DIRECTOR The purposes of the following criteria are to serve as a guide in the selection process and provide a perspective of the essential qualifications which the successful candidate is expected to bring to this post. (I)
EDUCATION
He/She should possess an advanced degree in a mental health profession or behavioral science from an accredited college or university, and be well-informed concerning current and developing trends in mental health and retardation services. (2)
EXPERIENCE
He/She should have a minimum of five years experience after receiving the degree. This experience should include aspects of direct clinical practice, planning, community organization, and administration, preferably both in the public and private sectors. The administrative experience should demonstrate an understanding of fiscal management and an ability to apply it. He/She should have a demonstrated competence in working with other organizations. This position should be a logical progression in his/her career. (3)
COMMITMENT
He/She should possess a high degree of motivation and interest in the area of developing and coordinating community mental health and retardation services, and should be able to motivate and interest the public and other groups and organizations in this area. (4)
SPECIAL SKILLS
He/She should be creative and innovative in developing new approaches or services in mental health and retardation care. He/She should be able to communicate articulately and effectively with the public, the board, and other groups and organizations.
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(5)
PERSONAL CHARACTERISTICS
He/She should possess a genuine concern for people, leadership ability, good physical and emotional health and capability for self-direction. APPENDIX C DATA F O R M FOR THE POSITION OF DIRECTOR GENERAL I N F O R M A TION
I.
Name in full Address Number
Telephone (Area Code) Date of Birth Marital Status Number and ages of children
Do you have any knowledge at the present time of any physical or emotional impairment which may be an obstacle to serving this position?
II.
EDUCATION B A C K G R O U N D
Beginning with high school, please list all educational institutions attended. Degree and Institution Location Dates Year Received III.
VOCATIONAL E X P E R I E N C E
Please list all employment. (Please list name and address of your superior in your present position). Employer IV.
Years o f Service
A R E A S OF SPECIFIC EXPERIENCE-2"Please list all related information that could
be helpful. A D M I N I S T R A TIVE E X P E R I E N C E PLANNING E X P E R I E N C E
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Position
FISCAL M A N A G E M E N T E X P E R I E N C E CLINICAL E X P E R I E N C E PUBLIC A N D / O R C O M M U N I T Y R E L A T I O N S E X P E R I E N C E C O M M U N I T Y ACTIVITIES A N D A R E A S OF VOLUNTEER S E R V I C E HONORS A N D A W A R D S MEMBERSHIPS(Please list all professional and community groups in which you hold membership.) L E T T E R S OF R E C O M M E N D A T I O N (Please list the names and addresses of at least three persons in academic, professional, business or community affairs to whom we may write for letters of recommendation. Using the enclosed information as a guide, please comment on your capabilities for fulfilling this position. Indicate minimum salary expectations. Submitted by Date (Additional materials may be appended) APPENDIX D
APPLICANT RATING SCALE APPLICANT NAME EDUCATION: Advanced degree in one of the mental health professions or the behavioral sciences: PhD--Psychology, Sociology, Social Work MD --Community Psychiatry MHA--Hospital Administration MPA--Public Administration MPH--Public Health MSW--Social Work MA --Psychology, Sociology, Nursing, Other EXPERIENCE: A minimum of five (5) years in the mental health field including: (circle one) 1. the public sector 2. the private sector 3. both
The following items should be ranked on the scale before each item. Operational criteria for making a judgment can be found on the last page. Circle the number preceding each item that 75
best reflects the point along this continuum of the applicant's practice experience. ADMINISTRATION:
To what extent has this applicant:
0 0 0
1 2 1 2 1 2
3 3 3
4 4 4
(1) (2) (3)
0 0 0 0
1 1 1 1
2 2 2 2
3 3 3 3
4 4 4 4
(4) (5) :(6) (7)
0
1 2
3
4
(8)
PLANNING:
To what extent has this applicant:
0 1 2 3 0 1 2 2 3 4 2 3 4 1 2 3 0 1 2
4 3 5 5 4 3
4 6 6 5 4
(9) (lO) (11) (12) (13) (14)
0 0 0 0
3 4 3 4 3 4 3 4
(15) (16) (17) (18)
1 1 1 1
2 2 2 2
CLINICAL 0 0 0
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1 2 1 2 1 2
3 3 3
worked directly with an agency board an understanding of data collection and analysis processes worked with other agencies a n d / o r programs in a liaison capacity participated in the implementation of board decisions engaged in the hiring, evaluation, and termination ofpersonnel developed a n d / o r implemented personnel policies previously managed (supervised) professional personnel 1. none 2. less than five 3. ten or less 4. twenty or less 5. more than twenty managed (supervised) non-professional personnel
EXPERIE 4 4 4
(19) (20) (21)
coordinated existing programs and services developed a n d / o r used a management information system developed new programs with existing systems initiated and developed new service delivery developed a n d / o r worked with "atypical" agencies worked with agency boards--other than that in which the applicant was employed worked with interested community groups engaged in the development of "vested-interest" groups worked with various professional groups in the private sector developed a n d / o r used programs and organizational evaluations NCE:
To what extent has this applicant:
engaged in direct counseling or therapy with individuals engaged in direct service or therapy with families engaged in direct service or therapy with groups
FISCAL M A N A G E M E N T :
To what extent has this applicant:
0 0
1 2 1 2
3 3
4 4
(22) (23)
0
1 2
3
4
(24)
0
1 2
3
4
(25)
0
1 2
3
4
(26)
engaged in the development of budgets engaged in the development a n d / o r utilization accounting system engaged in the development of grant proposals sector engaged in the development of grant proposals foundations engaged in transactions with insurance a n d / o r party payment resources
of an in the public for private other third
PUBLIC A N D / O R C O M M U N I T Y RELATIONS: 0 0
1 2 1 2
3 4 3 4
(27) (28)
worked with"outside publics" made use of the press and other mass media
OTHER SIGNIFICANT EXPERIENCE: 1 2
3
4
5
(29)
1 2
3
4
5
(30)
1 2
3
4
5
(31)
To what extent has this applicant:
State the experience and justify your rating:
The following statements are suggested as criteria to employ in ranking the various qualities we are looking for in the applicants for the Executive position. 0.
NONE:
Has had no practice activity in this area
1.
SOME:
The person would know about such activities but would not have actually engaged in that specific activity (i.e., know how to develop a budget but has never actually done so).
2.
BASIC:
The person would know the above and would have participated in the activity in conjunction with a more seasoned practitioner (i.e., would have compiled some of the required data for a budget and have participated in its final formulation--but not the implementation).
3.
CONSIDERABLE:
The person would have engaged in this activity as an assistant or at the middle management level of a larger program (i.e., develop a budget for the unit for which responsible and had the responsibility of implementing that budget).
4.
EXTENSIVE:
The person would have been in the position to assume primary responsibility for c o n d u c t i n g this activity, d e l e g a t i n g responsibility, or at least carry a major share of the responsibility (i.e., develop a budget which is submitted to a board for approval and carry the major responsibility for implementing that budget).
5.
MAJOR:
Same as for extensive except that the person would have carried these responsibilities in both the public and private sectors.
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