CONDUCTING THE TALENT SEARCH: T H E T R U E R O L E O F S E A RCH C O M M ITTE E S NC CUPA-HR Fall Conference Nicole A. Norian, SPHR & Jonalyn Crite Office of Human Resources University of North Carolina at Asheville October 12, 2017 ABOUT THIS PRESENTATION
Slides are designed to be a training resource so search committee members can refer back to this information throughout the search process. Available for your use as a training resource. Incorporate your policies, procedures, practices. Presentation slides available at (insert link from NC CUPA-HR) ABOUT THIS PRESENTATION (CONTINUED)
Training assumes effective outreach during recruitment to result in a robust and diverse pool. Use your own stories and examples to illustrate key concepts. When conducting training for our search committees, we include procedural information (e.g., applicant tracking system, internal rules). AGENDA Successfully Searching for Talent Confidentiality
Preventing Employment Discrimination Interviewing Preparation Consequences of Making Assumptions AGENDA ( C ON TIN U E D ) Conducting Behavioral Interviews Consistency, Reliability, & Validity Roles & Responsibilities Due Diligence
Success! Whats Next? SUCCESSFULLY SEARCHING FOR TALENT Section 1 THE TALENT SEARCH Is our organization the best place for the best people to work? How do we successfully spot and court talent? Exceptional employees are drawn to exceptional environments. Seek great employees dont sit back and hope that theyll
show up. Recruit allies. Allies support each other. Hiring talent doesnt necessarily require more money but it does require more freedom and more excitement. Concepts from The Gifted Boss by Dale Dauten TRUE ROLE OF THE SEARCH COMMITTEE Make the hiring managers job difficult. Find the best candidates for the job. Strengthen organizational culture. Higher engagement.
Lower turnover. Turnover costs can equal 6-9 months of salary at a minimum. WHAT DOES SUCCESS LOOK LIKE? Envision the ideal candidate. What are the competencies that would make that individual stand out? Align those competencies throughout the process. Position description Job ad/marketing Interview questions
Performance and developmental criteria RECRUITMENT IS A TWO -WAY STREET Interviewing is a mutual process candidates are interviewing us as much as we are interviewing them. We need to demonstrate truthfully and openly who we really are as we do our best to find out who the candidates really are. CONFIDENTIALITY
Section 2 DEFINING CONFIDENTIALITY A set of rules or a promise that limits access or places restrictions on certain types of information. Being entrusted with the confidences of another person. Privileged information shared only with a few people.
BREACH OF CONFIDENTIALITY Breach of confidentiality can result in the closure of a search, resulting in loss of: Time Effort Money Good applicants Our organizations reputation CONFIDENTIALITY
Individuals who are designated as members of search committees at our organization have a responsibility to conduct the search process in accordance with prescribed guidelines from the Office of Human Resources (HR). This includes support staff assigned to provide support to the search committee. As such, each search committee member and support staff member is required to sign a confidentiality form at the commencement of the formal search committee training.
CONFIDENTIALITY (C O N T IN UE D) During the search process, you will have access and/or exposure to certain confidential information. This confidential information includes but is not limited to information, materials, and conversations. This information is to be used appropriately and only with proper authorization.
CONFIDENTIALITY (C O N T IN UE D) No information or conversation should be shared with anyone outside of the search committee with the exception of Human Resources staff involved with the search, regardless of the method of communication or information transmission. Our organization is committed to protecting
every individual with whom it comes into contact against improper disclosure of information. CONFIDENTIALITY AGREEMENT WORDING READ AND SIGN NOW I understand that as a member of a search committee at (organizations name), I will not communicate or reproduce any or confidential information, materials, or conversation that would become known to me during the search process. I am aware that failure to do so may result in the cancellation
of the search being conducted and/or my removal from the search process. Additionally, I understand that, depending on the nature of the violation of this agreement, further action may be taken as deemed appropriate by (orgs name). PREVENTING EMPLOYMENT DISCRIMINATION Section 3 DEFINING EEO - A A DIVERSITY
Equal Employment Opportunity (EEO) Freedom from employment discrimination Affirmative Action (AA) Moral and social obligation to amend historical wrongs and eliminate the present effects of past discrimination, by proactively recruiting, hiring, and promoting women, minorities, disabled individuals, and veterans. Diversity & Inclusion Embracing cultural and personal differences in the workplace.
EMPLOYMENT DISCRIMINATION Means an individual or group is treated differently than similarly-situated employees or job applicants, resulting in a disadvantage. Means that a policy or practice has an unfair impact on the employment of some compared to others. All aspects of employment, not just recruitment. Is prohibited by federal and state laws, and our organizational policy. These laws cover all personnel decisions that could affect Equal Employment Opportunity
for employees or applicants for employment. OUR EEO/A A POLICY Our organization strives to cultivate an environment that is diverse, inclusive, and free from discrimination. Is committed to compliance with all applicable federal, state, and local laws prohibiting employment discrimination. Bases employment decisions on principles of EEO and with the intent to further the organizations commitment to AA and EEO.
SAMPLE EEO STATEMENT We are an Equal Opportunity / Affirmative Action Employer UNC Asheville is committed to equality and diversity of experiences for our students, applicants and employees. Qualified individuals are encouraged to apply regardless of socio-economic status, gender expression, gender and sexual identity, culture, and ideological beliefs. UNC Asheville is an Equal Employment Opportunity/Affirmative Action employer and will not discriminate against applicants and employees on the basis of race, ethnicity, national origin, religion, age, sex, sexual orientation, gender identity, disability, political affiliation, protected
veteran status, genetic information, and any other legally protected status with respect to all terms, conditions, and privileges of universitysponsored activities, employment, and the use of university facilities. EMBRACING DIVERSITY, EQUITY, & INCLUSION Diversity & Inclusion strengthen who we are as an organization and as a community. Diversity & Inclusion are the responsibility of everyone at our organization. Search committees need to discuss how they can reach a diverse pool of applicants and create an environment in which diverse applicants are
attracted to and will remain at our organization. ASSESSING APPLICANT DIVERSITY The hiring manager works with HR to cast a wide net to ensure a robust pool, and proactively identify how to advertise the position to reach diverse applicants. HR monitors the diversity of pool. Applicants then proceed on their own merits. It is not the search committees responsibility to monitor this data.
Do not try to figure out or research applicants demographics. Doing so puts the organization at risk. ASSESSING APPLICANT DIVERSITY (CONTINUED) If pool is adequately diverse based on demographic comparisons, HR indicates it is okay to proceed with review of application materials. If pool is somewhat diverse but could be stronger, search committee may be allowed to begin to review candidates while additional targeted advertising occurs. If diversity of pool is very low, additional targeted advertising
will be required for 2-4 weeks before the review of applications can begin. Diversity of applicants will differ by job type. The organizations commitment is to make a good faith effort. Section 4 INTERVIEW PREPARATION ASKING QUESTIONS THE RIGHT WAY Every interaction with a candidate is part of the
interview process. Even seemingly innocent questions or actions can go astray. Identify what you need to know based on the specific job requirements. The law protects applicants from being asked questions for the purpose of discriminating on the basis of protected classification. ASKING QUESTIONS THE RIGHT WAY (CONTINUED) Identify what you need to know based on the specific job
requirements. Understand what you dont need to know. Example: Ban the Box initiatives allow applicants to be considered based on their qualifications first, without the stigma of a criminal record. Avoid assumptions. Dont try to interpret a candidates personal reasons for being interested in the position. The wrong questions are often based on assumptions. Do you have young kids at home? when wondering if the applicant can work nights and weekends.
ASKING QUESTIONS THE RIGHT WAY (CONTINUED) If applicants dont understand why the search committee is asking a question, they may make assumptions based on the limited experience that they have. Example: The search committee asks applicants over lunch about their race/ethnicity. Later in the day, applicants are told that the university is striving to be a minority-serving institution. The applicants may assume that a connection exists between these two comments.
ANSWERING THE APPLICANTS PERSONAL QUESTIONS Questions that provide the applicant with personal information about salary, benefits, the community, schools, religious/spiritual institutions, can be addressed by HR. Links to Chamber of Commerce and other local resources can be beneficial. During on-site interviews, all applicants need to be
scheduled to meet with HR to receive an overview of benefits and to provide them with an opportunity to ask their personal questions. ANSWERING THE APPLICANTS PERSONAL QUESTIONS ( C O N T I N U E D ) Be professional and friendly while also being cautious. Establish parameters and redirect if questions become too specific. General discussions about public schools vs. specific ages and attributes of their children.
Avoid having discussions that may seem innocent at the time, but after the fact, if the candidate does not receive the job, the individual can say You didnt select me for the position because you knew that I was xxx. CONSEQUENCES OF MAKING ASSUMPTIONS Section 5 BEWARE! UNCONSCIOUS BIASES
Consider your mindsets about groups of people. Clones: Same appearance, background, values, thinking, habits, etc. Comfort level: I see myself in you. Safety in commonality. Confirmation bias: Filtering in information that confirms our beliefs, and filtering out information that undermines our beliefs. Watch The Danger of a Single Story by Chimamanda Adichie on TED Talks. https:// www.youtube.com/watch?v=D9Ihs241zeg
UNCONSCIOUS BIAS (C O N T IN UE D ) Double Standard: When speaking up: Women are judged as overbearing. Latino and African American men are militant. Latina and African American women are crazy and dismissed. Asian women are not supposed to behave like that. Unconscious bias affects us like mind-altering drugs. The toxicity impairs our judgement and ability to treat
others fairly. SOME OBJECTIVE INFORMATION REALLY ISNT Re-consider assumptions that appear neutral on the surface. Education from prestigious institutions instead of state universities. Extensive years of experience that are only possible if the applicant had the opportunity to work in the area for decades. Requiring a degree because previous incumbent had one. Giving preference to a higher level degree that isnt necessary to do the job.
Think about who receives preference and who is eliminated from consideration based on these criteria. CONDUCTING BEHAVIORAL INTERVIEWS Section 6 THIN K A BO U T S O MEO NE W HO C ON SIST EN T LY D O E S A GR EAT JO B What is it about that person that set them apart
from others? Why do you find yourself going to that person when something important needs to be done? Why do you count on that person to make the right decisions and handle difficult situations appropriately? COMPETENCIES ARE MUCH, MUCH MORE THAN BEING COMPETENT Competencies are the talent that you recognize when you see excellence.
Competencies are attributes of high performers that differentiate them from average performers and contribute to highly successful job performance. Both behavioral and technical. BEHAVIORAL COMPETENCIES Observable and measurable behaviors, knowledge/skills/abilities, and other characteristics that contribute to individual
success in the organization. Demonstrated through on-the-job behavior and interactions. Can be applied in any number of job-related situations, as compared to a technical skill or knowledge set. EXAMPLES OF BEHAVIORAL COMPETENCIES Adaptability/decisiveness Communication Cooperation
Critical thinking Flexibility Initiative/perseverance Integrity Organization/time management Self-confidence Teamwork Valuing diversity & inclusion WHAT IS BEHAVIORAL INTERVIEWING? Based on the belief that past behavior and performance
are generally the most effective predictors of future behavior and performance. Focuses on clearly-defined competencies. Actual experiences, behaviors, knowledge, skills and abilities that are job related and correlated to successful performance on the job (Critical Success Factors). Avoids hypothetical responses that should be the correct answer but may not be the actual answer. BEGIN WITH CRITICAL SUCCESS FACTORS
Critical Success Factors (CSF) are essential for successful job performance. Core Competencies Knowledge, skills, and abilities (KSAs) CSFs are documented in the: Position description Advertisement for the position Dont try to clone yourself. Common goals/values are beneficial, but allow for variety, new perspectives/ideas/ways of doing things. QUESTIONS & ANSWERS
Whatever the type of question asked, be clear about the desired response you are seeking. GREAT: Concise yet detailed response with specific examples; addresses all aspects of the question directly; stays on track. GOOD: General response; few details; might be too short or too long. POOR: Vague; off-track; changes subject. For every question asked, discuss before the interview what type of response would be good or great to ensure all responses are evaluated in a consistent manner.
ENSURING EFFECTIVENESS Dont accept vague responses. Give the candidate one opportunity to provide a specific example. Example: When asked to give an example, candidate responds I do that all of the time. Its okay for candidates to ask the search committee to clarify, repeat, or rephrase a question. Just be sure to do so consistently. All search committee members need to understand the
purpose and intent of each question so that they can accurately rephrase the question for candidates. B EHAV IO RAL QU E ST I ON S AR E U S ED T O EVALU ATE S PEC I FIC S KI LLS Content Skills Are work specific skills demonstrated in a specific job, such as computer programmer, accountant, welder, etc. These skills are expressed as nouns. Functional or Transferable Skills Are used with people, information or things such as organizing,
managing, developing, communicating, etc. These skills are expressed as verbs. Adaptive or Self-Management Skills Are personal characteristics such as being dependable, team player, self-directed, punctual, etc. These skills are expressed as adjectives. TYPES OF QUESTIONS TYPICALLY FOUND IN INTERVIEWS Theoretical Questions
Questions that place the candidate in a hypothetical situation. These questions are more likely to assess skills at answering questions rather than in doing a good job. Example: How would you organize your workload if you were given an urgent project? Leading Questions Questions that hint at the answer the interviewer is seeking by the way they are phrased. Example: Working on your own doesn't bother you, does it? TYPES OF QUESTIONS TY PICALLY
FOUND IN INTERVIEWS ( C O N T I N U E D ) Behavioral Questions Questions that seek demonstrated examples of behavior from the candidates past experience and concentrate on job-related functions. They may include: Open-Ended Questions Require more than a yes or no response. They often begin with "Tell me...", "Describe...", "When...". Example: Describe a time you had to be flexible in adjusting your workload to complete an urgent, new project.
TYPES OF QUESTIONS TY PICALLY FOUND IN INTERVIEWS ( C O N T I N U E D ) Close-Ended Questions Used mostly to verify or confirm information. Example: You have a doctoral degree in psychology, is that correct? Why Questions Used to reveal rationale for decisions you have made or to determine your level of motivation. Example: Why did you decide to change from working as a counselor to being a trainer?
TYPES OF QUESTIONS TY PICALLY FOUND IN INTERVIEWS ( C O N T I N U E D ) Envisioning Questions Provide insight into how much the applicant has considered this specific job. Provide indication of the specific preparation by the candidate for this specific interview. Example: What would you need to un-learn to do this job? MOTIVATION-BASED
INTERVIEWING Builds on competency-based questions by enabling you to assess what motivates the candidate. Open-ended questions that provide you with insights about why a person behaves in a certain way. Examples: Describe the work environment or culture in which you are most productive and happy. How would you define success for your career? At the end of your work life, what must have been present for you to feel as if you had a successful career?
M O T IVATI O N-BAS ED IN T ERVIE W S EXAM PLES O F Q U ES TI O NS (CONTINUED) In your experience, what draws forth your discretionary energy and effort, that willingness each person has, to go the extra mile, push harder, spend more time, do whatever it takes to get the job done? What, in your experience, motivates your best, most successful performance? Can you give us an example of this motivation in action in the workplace? What role does your manager or supervisor play in your
personal motivation at work? Describe the actions and behaviors of your manager or supervisor that you respond to most effectively. LISTEN FOR THE SOAR SOAR: A complete answer to a behaviorally-based question that explains Situation for which candidate was responsible. Obstacle that the candidate faced. Action that was taken, with some specificity. Result of those actions.
Be sure that every question provides information about specific Critical Success Factors for the position. Know why youre asking what youre asking! SAMPLE INTERVIEW QUESTION Tell us about a time when you felt like a total failure at work. What was the situation? (ask first) What did you do about it? (follow up if necessary) What did you learn from it?
The best responses will answer the second and third questions without being prompted. The responses to this question can demonstrate honesty, self-reflection, initiative, and personal/professional growth. W HAT ARE S O ME O F YO U R FAVO RIT E I NT ERVI EW Q U ES T IO N S? What questions do you like to ask? What do you learn from those questions? How do you assess that information?
NOTE: This is a good opportunity to discuss with the search committee any questions that they may like to ask, but are ineffective or inappropriate. TECHNICAL COMPETENCIES Pertain to the knowledge and skills required to do a specific job. Example: accounting, finance, health care, human resources, technology, etc. Many people who have excellent technical
competencies have acquired that level of expertise due to their behavioral competencies. Example: creative problem solving, eagerness to learn, excited by challenges, striving for ongoing improvement, etc. CONSISTENCY, RELIABILITY, AND VALIDITY Section 7 BASIC CONCEPTS
Consistency treat everyone in a comparable manner. No one receives preferential or detrimental treatment. Reliability the results you receive are predictable each time. Validity the things youre measuring actually correlate to the requirements of the job. CONSISTENCY IS A CRUCIAL COMPONENT OF EEO Treating all applicants in a consistent manner ensures fair, equitable, and appropriate treatment of
everyone at each stage of the selection process. Example: Providing all candidates the same amount of time for interview, being interviewed by the same groups of people. Consistency does not mean a rigid, automated, or identical process. Example: Candidates meet with the same groups of people, but the order might vary day to day. USE THE SAME PROCESS FOR ALL CANDIDATES
Ask each candidate the same set of core questions the same way. Having the same search committee member ask the same question(s) of all applicants ensures that the questions are communicated to applicants in a consistent manner. Use the same criteria, scale, and matrix to evaluate each candidate at consistent steps in the process. Initial screening, phone/video interviews, in-person interviews
USE THE S AME PROCESS (C O N T IN UE D ) Providing all candidates with the same amount of time throughout the interview process. Example: Each candidate is provided 45 minutes to answer questions and 15 minutes to ask questions. One candidate answers everything in 25 minutes and has no questions. Thats okay. One candidate rambles and only answers half of the questions in the 45 minutes. It is not okay to provide this candidate with additional time.
Suggestion: Assigning one search committee member to serve as time keeper can be quite helpful. The same person should do this the same way during all interviews. SAMPLE TIMEKEEPER SCRIPT We have allowed 5 minutes for introductions, 40 minutes to ask you questions, and 15 minutes for you to ask us questions. We will be going around the table and asking you a total of 13 questions and some questions have several parts.
(Name) will be serving as timekeeper. If it looks like were getting off schedule, well receive a reminder of how much time and how many questions are left. RELIABILITY - MEASURE WHAT YOU INTEND TO MEASURE You can count on the question to provide you with relevant information that pertains to the applicants ability to do the job. Understanding if each response is good, great, or poor ensures that all responses are evaluated based on the same criteria.
IN ADDITION TO THE STANDARD QUESTIONS Follow-up questions to clarify a specific response are appropriate. Example: You said you struggled with your decision after you made it. Why? What aspects of your decision did you reconsider? Follow-up questions to prompt a candidate towards a specific response are not appropriate. Example: You told us about xxx, but what were
really looking for is... Can you tell us about that? TANGENTIAL FOLLOW-UP QUESTIONS CAN BE OKAY Tangential questions are logically connected to the question that has just been asked. These should be asked of all candidates or not at all, in order to assess all candidates on comparable information. Example: Regarding your response about using technology to manage your time, you mentioned you have used several tools over your career. Please tell us which tools you
have found to be the most effective for you and why. EXTRANEOUS QUESTIONS CAN RESULT IN INEQUITIES Extraneous questions are not logically connected to the question that has just been asked, and cannot be added mid-process. Example - Not OK : Regarding your response on time management, please tell us about how you manage your stress. Stress management may be an appropriate and relevant topic to cover, but if you ask it of one candidate, then you
must ask it of all. Unless you make this change with your first candidate, do not make it with any of the others. VALIDITY QUESTIONS ASKED PERTAIN TO ACTUAL JOB DUTIES Ensure the interview measures the right things. The requisite competencies, knowledge, skills, abilities, and experiences that have been determined to predict successful performance in
the specific position. Understand the Critical Success Factors to correlate questions to specific job duties. RELIABILITY VS. VALIDITY Example: Asking each candidate about their supervisory skills would be reliable. If the position does not have responsibility for supervising others,
then the question would not be valid. UNDERSTANDING ROLES & RESPONSIBILITIES Section 8 HRS ROLE Retain all official search records and documents Conduct due diligence background checks Prepare offer/appointment letter after verbal offer has been extended by hiring manager
Receive all original, signed documentation ROLES OF THE HR LIAISON Procedural assistance to the search committee. Compliance oversight. Best practices advice. Review process at key points. HR has the authority to close a search if the integrity of the search is compromised. ROLE OF THE SEARCH COMMITTEE CHAIR
Ensure all search committee members and support staff attend search committee training. Ensure that confidentiality is maintained in search committee meetings and when working with support staff outside of search committee meetings. ROLE OF THE SEARCH COMMITTEE CHAIR (CO NT I NU E D ) Work closely with HR to ensure applicants receive timely notification of their status
Conduct and/or oversee the search committees process to conduct reference checks in accordance with established HR procedures and at the appropriate point during the interview process. ROLE OF THE SEARCH COMMITTEE CHAIR (CO NT I NU E D ) Ensure that all hard copy interview notes, files, and materials from all search committee members are submitted to HR at the conclusion
of the search process. Ensure that all electronic documents are transferred to HR on CD or USB key, and that no records are maintained outside of HR after the search has been completed. RECORDS RETENTION Hiring records are legally required to be retained for a minimum of two years after the hiring decision is made (longer for the individual who is hired). Send files to HR to be archived.
Records retention requirements for all search materials (applications, notes, evaluations, etc.) are the same for electronic and hard-copy materials. Avoid downloading files to your personal computer. If you must download files, please delete them when you are finished with them. If you print files, turn them in to the search committee chair with your notes and other materials. T R U E R O L E O F T H E S E A RC H C O M M I TT E E M E M B E R S B E TA L E N T S C O U T S !
RESPONSIBILITIES OF THE SEARCH COMMITTEE MEMBERS Be objective. Avoid actual or perceived conflicts of interest. Disclose any professional or personal relationships that you may have with any of the applicants. Do not agree to serve as a reference for anyone who is applying for a position in which you are involved with the process. RESPONSIBILITIES OF THE SEARCH
COMMITTEE MEMBERS ( C O N T I N U E D ) Do not discuss any aspect of the search with anyone other than members of the search committee or HR, and only in appropriate locations. This includes individuals up the chain of command (if search is for another area in the organization), support staff, coworkers, internal applicants, external applicants, friends, colleagues, etc.
DUE DILIGENCE: REFERENCE & BACKGROUND CHECKS Section 9 DUAL OBLIGATIONS FOR DUE DILIGENCE Due diligence Care that a reasonable person exercises to avoid harm to other people or their property. Our organization has a responsibility to our employees, customers, students, the community, etc.
to provide a safe environment by assessing potential liability or risk. Our organization also has a responsibility to candidates to only consider information that is relevant and obtained from reliable sources. REFERENCE CHECKS Are the responsibility of the search committee. Can be performed collectively or in smaller groups. Need to be performed in a consistent and reliable manner.
Need to be conducted at the same time during the process and in the same manner for all applicants in the search. REFERENCE CHECKS (C O N T IN UE D ) Develop questions based on Critical Success Factors and behavioral competencies. Dont be afraid to ask hard questions. Ask references who else would be able to provide you with information regarding the candidates job
performance. Good way to end: Is there any reason why this person would not be a good fit for this position? REFERENCES (C O N TIN UE D ) At the appropriate time, candidates will be asked to consent to having their references (listed and/or unlisted) checked. Until then, you should not ask people outside the
search committee for their opinions about applicants. If soliciting nominations from colleagues for the position, inform them of the application process and ask them not to provide endorsements of applicants directly to you due to your role on the search committee. REFERENCES (C ON T IN UE D )
It is not appropriate or permissible for search committee members to conduct website searches to review social media sites for information about candidates. If the search committee has concerns about a specific candidate, notify HR. HR will investigate the matter and notify the search committee if relevant information needs to be considered. INTERNAL CANDIDATES Internal candidates are to be treated no differently
than external candidates. Communication with and about internal candidates needs to occur at the same time and in the same manner as communication with external candidates. Having conversations outside of the standard process could be a breach of confidentiality and could jeopardize the search. BACKGROUND CHECKS HR runs background checks for the top candidate(s). Specific checks based on the job.
Organization only considers information that is relevant to specific job. If findings are relevant to the job, HR convenes a cross-representative committee to assess and determine. SUCCESS! WHATS NEXT? Section 10 OFFERING THE JOB IS JUST
THE BEGINNING Transition assistance Onboarding Welcoming to the community Networking Ongoing professional growth RESOURCES See slides and handout with links to articles available online at (insert NC CUPA-HR link)
QUESTIONS? Nicole A. Norian, SPHR Associate Vice Chancellor for Human Resources [email protected] 828-232-5117 Jonalyn Crite HR Specialist for Recruitment and Onboarding [email protected] 828-350-4586 Office of Human Resources University of North Carolina at Asheville https://hr.unca.edu/
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