In a survey the authors conducted in cooperation with GCSAA, superintendents said they rank communications skills highly when hiring an assistant superintendent.

Hiring criteria for assistants Relative importance of specific technical work experience Importance of specific skills Superintendents: The next generation

Superintendents want applicants to have strong work experience. Communication and supervisory skills are highly desirable. Interviewees who present a professional image leave a favorable impression. Superintendents consider candidates with strong references.

The number of turfgrass management programs at various colleges and universities around the country has grown considerably in recent years. The majority of students enrolled in these programs desire to become golf course superintendents. The typical progression to superintendent involves working for some length of time at the assistant level before advancing to a head superintendent's position. Therefore, the assistant level is often considered the entry-level position into the golf course management profession.

Because superintendents usually have the responsibility of hiring their assistants, students often want to know what criteria superintendents use to evaluate candidates. By knowing what the superintendent views as most important, students can focus their attention on these areas not only during their college careers, but also during the job search.

With the above in mind and in cooperation with GCSAA, we conducted a survey of golf course superintendents to determine the criteria used in considering candidates for an assistant superintendent position. In August 1999, a seven-question survey was sent to GCSAA-member superintendents.

Criteria ranking
To establish the overall ranking of 10 hiring characteristics, respondents were asked to select five of the 10 items listed (see the table, "Hiring criteria for assistants"). Not surprisingly, 98.6 percent of those who answered this question selected work experience as the most important factor when considering an applicant. This was closely followed by education at 91.1 percent and communication skills at 87.2 percent.

Work experience ranked as the No. 1 item superintendents look for in an assistant.

Somewhat surprising was the similar ranking of appearance (73.1 percent) and references (72.1 percent). Students should take note that, although references are important, the appearance of the applicant can have equal impact. We believe that by "appearance," superintendents were referring to a neatly dressed and well-groomed individual who presents a professional image.

It was somewhat surprising that having a pesticide license (33.9 percent) was ranked so low. Clearly, superintendents believe this is something that can be obtained once the person is on the job. The relatively high ranking of golf ability (26.2 percent) is probably related to the belief that a comprehensive understanding of the game and playability of the golf course is best appreciated from a golfer's point of view. In addition to playing golf as much as time will permit, turfgrass students might consider selecting a course in golf to satisfy their physical education requirements.

Finally, grade point average (5.4 percent), extracurricular college activities (5.4 percent) and honors and recognition (3 percent) completed the 10-item ranking. Although grade point average wasn't among the top five criteria selected, education was the second most important hiring criterion. And although knowledge isn't necessarily related to grade point average, there is often a relationship between high grades and a good work ethic.

Likewise, although extracurricular activities were not ranked high, it should be noted that communication skills were. Students develop many of their communication and people skills through their involvement in extracurricular activities. Certainly, the networking opportunities associated with extracurricular activities can be very important to the student's future. Similarly, although honors and recognitions was the least important criterion, such distinctions suggests the individual has elevated himself or herself above his or her peers as the result of superior academic performance and/or extracurricular activities.

Work experience
Although experience was the most important aspect considered by superintendents when hiring an assistant, the survey asked respondents to rank six specific types of experience (see the table, "Relative importance of specific technical work experience"). Crew supervision (58.4 percent) ranked first. This is an important point for superintendents to remember when working with student interns. It would appear that any supervisory opportunity they can give interns could help the student prepare for an assistant's position after graduation. Pesticide application (20.3 percent) was second in terms of importance, indicating again that superintendents believe this skill can be learned on the job.

Skills
The third table, "Importance of specific skills," reports the results of the question "What skills do you consider most important for an assistant superintendent's position?" Again, the ability to supervise or direct people received the greatest response (92.3 percent), followed by verbal skills (78 percent).

The relatively high ranking of verbal skills is again supported by the fact that communication skills came in just behind work experience and education in the overall ranking of hiring criteria shown in the first table. The fact that verbal skills ranked so high should be an impetus for turfgrass students to take as many public speaking and speech courses as possible. Being involved in extracurricular activities, particularly in a leadership role, will strengthen and hone communication skills as well as supervisory skills.

Mechanical skills (50.2 percent), language skills Ð Spanish (11.6 percent), computer/office skills (10.9 percent) and financial/budgeting skills (3.7 percent) followed in relative importance.

Students hoping to become assistants should take note that appearance at the interview was ranked slightly highter than references in the estimation of superintendents.

Other points of interest
Although extracurricular activities did not rank in the top five most important criteria shown in the first table, GCSAA student membership was ranked highest in importance when the respondents were asked to select from a list of specific extracurricular activities.

Superintendents reporting other hiring criteria most frequently indicated that they consider candidates who express the desire or goal of becoming a head superintendent. Personality, personal integrity, maturity, the interview and enjoying fieldwork were also reported as other hiring criteria.

Finally, when asked how references should be provided, 57.4 percent indicated that a complete list of references should be included in the résumé. Thirty-six percent indicated they would request references from the applicant during the interview, and only 3 percent indicated that they rely on letters of recommendation. Three percent of the respondents indicated that they did not check references.

The results of this survey can be useful to turf students preparing for careers as golf course superintendents, college advisors of turf students and golf course superintendents who are evaluating applicants.

Reference

1. Dudeck, A.E., and C.H. Peacock. 1991. A survey of two-year and four-year turfgrass management teaching programs in the United States: I. Enrollment trends, job opportunities, and starting salaries. Journal of Agronomic Education 20:78-82.

Keith Karnok is a professor and Max Schlossberg a graduate student in the department of crop and soil sciences at the University of Georgia.