HR Design DRAFT Recommendations Employee Development Work Team Released for Review: May 15, 2012

Transcription

1 HR Design DRAFT Recommendations Employee Development Work Team Released for Review: May 15, 2012 Work Team Work Team Name: Work Team Lead: Work Team Facilitator: Work Team Members: Employee Development Christine Ray Linda McNeel Jane Campbell, Tina Gislason, Shelia Pink, Sue Rueth, Chris Schlichenmaier, Mark Schroeder, Katie Smart, Karen Soley, Jennie Taylor, Dave Thomas Scope The work team was charged with reviewing current employee development programs, policies and practices, and proposing changes. Particular attention was given to integration and support of other recommendations of the HR design project. Approach The team investigated the current state of employee development on campus, other universities, and in private industries. We identified strengths and discussed issues and concerns. After crafting a vision of what employee development should be at UW Madison, we brainstormed options to address concerns and narrowed our focus to six areas of recommendations. Vision Statement for Employee Development at UW Madison (developed by Work Team) UW Madison employee development will be a shared effort between the university and all employees. It will be communicated through a convenient framework and a culture that grows a diverse, engaged, and adaptable workforce by supporting personal and career enrichment opportunities. Scope Clarification The faculty is included in the recommendations. The team did not segregate by employee category, with the exception of a few suggested guidelines regarding student hourly employees, employees in training and graduate assistants. Summary of Current State The team found that there are many opportunities for development both on and off campus. Many on campus opportunities are often free of charge, and somewhat centralized through the Office of Human Resource Development. Some units have strong internal development opportunities, mentoring and onboarding programs. The team also identified areas of concern regarding employee University leadership has not clearly set an expectation for employee development and supervisor training is inadequate. There is no centralized mechanism (like performance management requirements) to hold supervisors accountable for developing themselves or their employees. Policies, practices, and guidelines are inconsistent across campus and communication about employee development opportunities is often confusing or non existent. Technology to support, enhance, and expand employee development is insufficient. 1 HR Design Recommendations Employee Development May docx May 15, 20

2 Current Strengths Several units across campus have active and strong internal development programs. Some units have strong onboarding efforts. The main objective of the Office of Human Resource Development, an established unit on campus, is to serve employees by hosting, delivering, coordinating, and reporting development opportunities. Units such as DoIT, the Division of Continuing Studies, the College of Engineering and others provide campuswide development opportunities. Many on campus development opportunities are free of charge. An introductory supervisor training program is provided by OHRD. Cultural Linguistic Services assists departments with training and development efforts for English language learning employees, offering direct service to employees. OHRD annually serves more than 12,000 participants at more than 900 events and assists units across campus with registration for more than 1,600 events for more than 25,000 participants. Current Issues University leadership does not demonstrate or communicate an expectation for ongoing employee Employees, supervisors, and human resources personnel are not clear about their role in employee Introductory supervisor training is not required of all supervisors (primary deficits are found in faculty and academic staff). There is no expectation for refresher supervisory training. There is no consistent, centralized approach to performance management that links development and performance. Current policies regarding employee development and tuition reimbursement are applied inconsistently one employee may be granted training and another not. This can result in feelings of injustice, inequality, and unfairness within and across units. Available funds to supplement department funds for employee development are inadequate and unevenly distributed. Many units do not properly onboard employees. All employees do not receive consistent diversity training Communication of development opportunities is confusing and does not reach all employees. Few training and development opportunities are offered in alternate delivery methods or alternate schedules. Current programming is not connected to specific competencies (knowledge, skills, and abilities). There is no centralized effort to educate about or facilitate a mentor program. No recognized personnel or system is in place to provide counseling for employee or career Current technology to plan and track development is inadequate. Working Definitions The following terminology and acronyms are used in our recommendations and we offer these working definitions: OHR: Office of Human Resources OHRD: Office of Human Resource Development 2 HR Design Recommendations Employee Development May docx May 15, 20

3 Onboarding: Onboarding is integrating and acculturating new employees into the university and providing them with the tools, resources, and knowledge to become successful and productive. The onboarding process starts with the accepted offer and continues through the end of the first year Training and development opportunity: includes classroom and nonclassroom, formal, informal, and onthe job training and experiences Tuition assistance: money available as reimbursement specifically for accredited institutions of higher dducation (see recommendation 2d) and comes in the form of a benefit. Not to be confused with fees associated with development which could include payment for a college class (see recommendation 2e) and apply to the employee in their work role Supervisor: Regardless of job title, the term supervisor refers to any employee who directs the work of other employees (regardless of employee type) and makes decisions or recommendations about a combination of the following: hiring, performance evaluations, compensation adjustments, promotions, or discipline. This term does include faculty, limited, classified and academic staff, but for the purpose of our recommendations, student hourlies, graduate assistants, and employees in training will need to be considered on a case by case basis Executive Summary of the Recommendation Our recommendations fall into six areas as outlined below. Specific details of recommendations can be found in the description. Our recommendations apply to all employees regardless of category. Any exceptions are noted in the description. Refer to the section above for definitions of terminology. 1. We recommend that all parties involved in employee development (employee, supervisor, OHR, OHRD, unit level HR personnel) receive clarification and expectations regarding their role in employee 2. We recommend consistent policies, guidelines, and practices in regard to employee development throughout the university. 3. We recommend clear, consistent, and comprehensive communication regarding employee 4. We recommend that OHRD create additional services, tools, and programming. 5. We recommend that OHRD enhance current services, tools, and programming. 6. We recommend that centralized campus technology/systems be created or enhanced to support employee Recommendation Description 1. We recommend that all parties involved in employee development (employee, supervisor, Office of Human Resources, OHRD, unit level HR personnel) receive clarification and expectations regarding their role in employee a. University leadership should demonstrate support and set an expectation of continual employee development i. Demonstrate means active communication regarding employee development ii. Expectations can be set with the implementation of a centralized performance management system where continuous employee development is a component b. Employees should take an active role in their development planning and goal setting i. Development should be a shared effort between the employee and the supervisor ii. Both employee and supervisor should be creative in their planning and not assume that a classroom experience is the only type of learning or c. Supervisors are accountable for taking an active role in assisting and reviewing their employee s development 3 HR Design Recommendations Employee Development May docx May 15, 20

4 i. Training and development plans should be a part of employee onboarding and performance management. ii. Supervisors have a responsibility to be creative in providing flexibility to employees developmental requests (e.g. scheduling, funding, type of opportunities) to the extent possible d. OHR/OHRD should be the recognized central unit for communicating employee development information, providing and coordinating resources, and maintaining a single record of each employee s training and development e. Unit level HR personnel should be knowledgeable of employee development resources and related polices/guidelines and be a resource to their unit f. All parties should be educated on employee development policies/guidelines 2. We recommend consistent policies, guidelines and practices in regard to employee development throughout the university. a. Require supervisors to attend introductory and refresher supervisory trainings. i. This does include faculty (refer to working definition of supervisor). ii. This does not apply to student hourlies. If student hourlies are directing the work of others, then the unit should have appropriate training in place. iii. This applies to student assistants and employees in training depending on their supervisory responsibilities. iv. Refresher training is not limited to classroom training, but could be delivered or structured in a variety of ways. b. Require employee development be a component of performance management reflected in documentation, planning and regular performance evaluations. c. Require all employees to participate in diversity and equity related training. d. Create an employee benefit that offers tuition assistance for any class(es) at an accredited institution of Higher Education regardless of job relatedness. i. Definition of tuition assistance: money available as reimbursement specifically for accredited institutions of Higher Education and comes in the form of a benefit. ii. This benefit could be used to reimburse tuition for any class, regardless of job relatedness. iii. Administration would be outlined in the benefit design, but should not offer less money or credits than what is currently outlined in training and development policies. iv. A benefit would not replace the responsibility of department funded training and v. A benefit would not supersede any department or job required training. vi. The benefit should be administered without requiring supervisor approval for the course topic, but may require supervisor approval for schedule flexibility and satisfactory performance standards. e. Replace current policies regarding training and development/tuition reimbursement with a single consistent policy that addresses administration of job and career related i. Job and career development should be a part of a development plan created by the employee and supervisor. ii. The policy should outline prepayment for nongraded/noncredit activities that contribute to a development plan. iii. The policy should outline reimbursement procedures for graded/credit activities that contribute to a development plan. 4 HR Design Recommendations Employee Development May docx May 15, 20

5 iv. The policy should reinforce that any tuition assistance benefit would be an enhancement, not a replacement, of this policy or other obligations to support v. The policy should suggest departments plan, budget, and seek supplemental funding to support development for all employees. f. Departments maintain the responsibility of supporting job required trainings, including paying for the activities as well as providing schedule flexibility g. Offer one university level, centrally managed source of funds to supplement department funds for training and development i. Some current funding is available for faculty and academic staff, and through the Council for Non Represented Classified Staff. These programs inadequate to meet the needs of all employees. ii. A central source is needed to help make development opportunities accessible to all university departments and employees. Some areas have more flexible funds, than others, to put towards development; a perception of inequity exists. h. Require all units to create and periodically review an onboarding plan for all employees i. OHRD will create learning opportunities about onboarding and how to develop a plan. ii. Responsibilities of onboarding could look different from one unit to another. i. Continue the practice of free training opportunities 3. We recommend clear, consistent, and comprehensive communication regarding employee a. Change the name of OHRD to Office of Employee Training & Development i. The current name does not reference employees and leads some to believe the office supports only human resources personnel. ii. Training and development is simple language. b. Revise the OHRD website so that all campus training and development opportunities are easy to identify and locate. i. The current web presence is very confusing and not easy to navigate. ii. Offerings are not clearly identified by audience or topic. c. Training and development opportunities should follow a consistent description that clearly identifies the appropriate audience, program content, delivery method, instructor, contact information, fees and learning objectives/competencies. d. Communication should include explanation of how to request training services for school/division/unit. i. Clarify who to contact if your unit has a particular need. ii. Highlight and explain the services of Cultural Linguistics Services. e. Communication should be multilingual, electronic, and printed, and be delivered to employees and their supervisors. i. A number of employees do not use a computer and some are English language learners communication needs to respond to these and other needs of employees. 4. We recommend the OHRD create additional services, tools, and programming. a. OHRD should offer career counseling to assist employees in finding adequate and appropriate development activities, and facilitates campuswide mentor matching. i. Employees and supervisors need a resource for development planning. ii. The resource needs to understand job roles and progression throughout the university. iii. This resource would be available to supplement departmental mentoring programs. b. Create tools and support for campus units to develop and maintain a college/division/department specific mentoring program. c. Offer key courses in a variety of ways (multilingual, online, various locations and times). 5 HR Design Recommendations Employee Development May docx May 15, 20

6 d. Create versions of introductory supervisor training that meet the needs of different categories of supervisors. i. The current 11 week program does not fit the needs of some employees who are supervisors (e.g. faculty, limited, department chairs, student hourly). ii. Both content and delivery method should be evaluated. e. Create tools to educate employees about employee i. Employees need tools that explain the variety of opportunities that can meet development goals. f. Offer tools and programming to educate, plan, and implement onboarding. g. Coordinate training and development opportunities to support the implementation of outcomes of the HR Design project. i. Depending on the outcomes and implementation of recommendations, OHRD should be prepared to support: diversity and equity related training, performance management training, onboarding training, competency development and use training, and others as needed. 5. We recommend that OHRD enhance current services, tools, and programming. a. Conduct a formal review of current supervisor training and enhance training to fill identified gaps i. Current supervisor training does not include anything on the topics of onboarding or how to collaborate with an employee on development goals. ii. Content on performance management is generic and will need to be enhanced to support the recommendations of the performance management work team. b. Coordinate and communicate nonclassroom learning opportunities. c. Conduct periodic campuswide assessments to identify underserved groups to determine program enhancements. i. Determine whether there is a need for more 2 nd and 3 rd shift training. ii. Determine whether there are unmet needs of English language learners or others. iii. Determine whether there is a need for basic computer skills. d. Conduct periodic campuswide needs assessments and enhance/adjust programming. 6. We recommend that centralized campus technology/systems be created or enhanced to support employee development communication and programming. a. The human resource system should identify new employees and new supervisors i. With multiple hiring methods there is nothing in place to notify central human resources that an employee is starting so there is no way for OHRD to reach out and suggest appropriate training. b. The human resource system should identify and track the employee/supervisor reporting structure. i. Currently there is no mechanism to track these relationships to ensure the proper training or performance management. c. The OHRD registration system should allow employees, supervisors, and Human Resources to access and add development activities, and to view and print a training record. i. Currently only the individual and OHRD can view the training record. ii. Activities currently captured are programs for which registration went through the OHRD system; there is no ability to add an outside conference or other activities. d. Technology should be created to link competencies (knowledge, skills, abilities, and mindsets) to training and development activities. i. A tool like this would facilitate career path ii. We envision a technology similar to DARS Degree Audit Reporting System. 6 HR Design Recommendations Employee Development May docx May 15, 20

7 e. My Professional Development application should be enhanced or replaced. i. The My Professional Development Application was created a number of years ago and although the concept is good, the application currently does not function properly, is only accessible from a few random places on the web, and is not utilized by all providers of development activities. f. Technology should be implemented to support a campus wide mentor matching system. How does the recommendation address significant current issues? The recommendations support our vision of employee UW Madison employee development will be a shared effort between the university and all employees. It will be communicated through a convenient framework and a culture that grows a diverse, engaged, and adaptable workforce by supporting personal and career enrichment opportunities. If that vision is met, current state issues will be eliminated. Efficiency: Each process, step, or rule adds value and can be accomplished in a timely way Clarification of roles will accelerate a common approach to Consistent policies, guidelines, and practices will ensure: supervisors are better trained; all employees are educated about diversity; improved onboarding; and consistent approaches to funding for employee All of this will contribute to a more efficient and better equipped organization. Improved communication of employee development will improve access, equality, and timeliness. New programming to meet the current needs will add greater value to the workforce. Enhancing current programming will provide the right opportunities at the right time. Implementing improved development and tracking technology will result in: more efficient delivery; marketing, and reporting of Flexibility and Responsiveness: Processes can be adapted to a broad range of situations and allow for ongoing improvement. The recommendations are written for all employees, they should be adaptable to any aspect of the employee population. Program recommendations are with an expectation that development opportunities be evaluated on a regular basis to reflect current and future needs. Alignment: Components of the design support one another across the employee lifecycle. A well defined employee development program not only supports, but enhances the attraction and retention of employees. Development activities prepare employees for advancement and transition. The recommendations hold each level of leadership accountable. Consistency: Policies and processes are common to as many employees as possible. These employee development recommendations apply to all employees regardless of type of employee with very few exceptions. 7 HR Design Recommendations Employee Development May docx May 15, 20

8 Transparency: Processes are driven by guidelines that are clearly communicated An effective and comprehensive employee development program can only be successful with the demonstrated support of university leadership. The recommendations expect linking of employee development to performance management and application to each employee at the university. Therefore the procedures should be consistent and transparent. The communication recommendations should improve current and future understanding of employee development, resulting in transparency. How does the recommendation promote our workforce and community of the 21 st century? Diversity: We seek to create a community that draws upon the ideas, experiences, and perspectives of a diverse workforce and promotes an inclusive culture. Diversity training for all employees will improve understanding. Improved understanding of employee development and enhanced supervisor training will promote an inclusive culture. Consistent policies will result in contributions and opportunities for all employees. Engagement: We seek to foster trust and commitment in employees and support their development An investment in training and development will promote engagement. Improved supervisor training will foster engagement. Right Talent and Fit: We seek to attract, develop, and retain talent needed to sustain and continually improve a world class university. Properly communicated employee development has the potential to attract the right talent. Development can guide and capitalize on the right fit, which will contribute to the success of the organization. Adaptability: We seek to create a culture that fosters a shared ability to embrace and respond to change. Providing training and development to support change contributes to all employees capacities to embrace change. Properly preparing supervisors contributes to the ability to respond to change. What major alternatives were considered? In regard to roles, the team discussed whether or not faculty should be included as supervisors. The team rejected the idea of excluding any type of employee. The team defined supervisor as any employee who directs the work of other employees (regardless of employee type) and makes decisions or recommendations about a combination of the following: hiring, performance evaluations, compensation adjustments, promotions, or discipline. Regarding policies, discussion surrounded whether tuition assistance should be considered as a policy or recommended as a benefit. The team decided on a hybrid that recommends tuition assistance as a benefit and a separate recommendation that creates policy around funding for employee The attached brainstorming list has other specific ideas that were considered. 8 HR Design Recommendations Employee Development May docx May 15, 20

9 Were there dissenting opinions? While team members sometimes had different opinions regarding specific details of recommendations, only one dissenting opinion warrants mention. Item 2.e.: one team member does not think this recommendation is specific enough regarding the tracking of approval or denial of requests. What are the dependencies and interdependencies with other work teams? The majority of our recommendations could be implemented today regardless of other project outcomes. The two exceptions are performance management and benefits. In order for our recommendations to be successful, there must be a mechanism to hold employees accountable. We see that mechanism as performance management and an annual performance review. Supervisors will need to work with employees to create development plans as a component of performance management. In addition, a component of a supervisor s own performance evaluation should be about development of their employees, and this includes upper management. The dependency on benefits is in regard to tuition assistance. If the benefits team does not support a tuition assistance benefit, then employees have little support to pursue education outside their current job or career. Although policy will guide supervisors, the process is subjective regarding whether something is job or careerrelated. A benefit would remove the subjectivity and equally open avenues to all employees for further education. We recognize that certain details may not be addressed in the recommendations of other teams, but could have adverse effects on the success of our recommendations as plans are implemented. To that, we offer the following suggestions: Participation in a development activity does not result in an automatic compensation increase or title change. Units need to support flexibility in work schedules to allow for This means supervisors understand guidelines and are challenged to think creatively in order to balance the work demands and development needs. Our recommendations will be most successful if a competency based model is in place. What development or implementation challenges do you anticipate? 1. We recommend that all parties involved in employee development (employee, supervisor, OHR, OHRD, unit level HR personnel) receive clarification and expectations regarding their role in employee In order for this recommendation to be successful senior leadership of the university must demonstrate a commitment to the importance of employee This could be a challenge given all the competing priorities. How do we influence acceptance of a shared effort between employees, supervisors, and human resources? There may be a challenge getting faculty to identify with being a supervisor. 2. We recommend consistent policies, guidelines and practices in regard to employee development throughout the university. How do we achieve consistent enforcement of all supervisors participating in supervisory training? 9 HR Design Recommendations Employee Development May docx May 15, 20

10 If tuition assistance does not become a benefit, how do we alter current policy to be less confusing and subjective? How do we provide a common pool of funds to support development and how can we ensure that dissemination of funds is equitable for all units? Units will need staffing and budget to implement the recommendations. 3. We recommend clear, consistent, and comprehensive communication regarding employee A name change for OHRD might be difficult to decide upon and communicate. OHRD needs to be appropriately staffed to consistently communicate opportunities. OHR/OHRD needs dedicated communications staff to implement the recommendations. Regardless of the clarity, consistency, and comprehensiveness of communication, the information may still not be received. 4. We recommend that OHRD create services, tools, and programming. OHRD staffing concerns as noted above. OHRD will need to be appropriately staffed to facilitate the career counseling and mentormatching functions. Career counseling implementation may be challenging due to the wide breadth and depth of the university. 5. We recommend OHRD enhance services, tools, and programming. OHRD staffing concerns as noted above. 6. We recommend that centralized campus technology/systems be created or enhanced to support employee Can HRS support the identification of employees as recommended in 6.a. and 6.b.? Budget constraints may prohibit new systems. Will enhancements be too costly? What change management challenges are anticipated? Some employees naturally seek development opportunities and may already feel satisfied with their These employees may feel threatened by recommendations that force a connection between performance management and They may resist this connection. Some employees may resist development because they do not feel they need further Or some may resist because they receive their development elsewhere. It may be difficult for some supervisors and employees to view development as a proactive item rather than reactive. There may be resistance to the definition of supervisor and mandatory training recommendations. Employees may view development as more work and not necessary because they feel they already perform their job adequately. If development is a required element of performance management, the unit may need to change its approach to scheduling and prioritizing. Supervisors will need to think creatively to meet the challenges. What is the impact of your recommendation? Positive impacts include higher morale, higher level of skills, better retention, and more appeal to those considering employment, thus helping UW Madison be a model public university in the 21 st century. Having better developed permanent staff will favorably impact student hourlies. Financial impacts include: the staffing of OHRD and other units affecting training and development, technology enhancements, and unit funding for development activities. Operational impacts include: increased emphasis on development activities will require some flexibility in work schedules; the initial communication push will require focused OHR and OHRD efforts, and will require increased staffing. 10 HR Design Recommendations Employee Development May docx May 15, 20

11 Open Questions Questions remain regarding how student hourlies, employees in training, and graduate assistants may or may not be considered with Examples: In what instances might they be considered supervisors? Will their supervisory responsibilities include the same performance management requirements as other supervisors? The team agreed that personal enrichment is an important element within employee Questions remain regarding how narrowly or broadly to define personal enrichment. The team also discussed wellness and recognizes it adds value to the university and its employees. Questions remain regarding the fit with employee Attachments 1. Benchmarking information: Websites reviewed, Interviews 2. Table of brainstorming ideas 11 HR Design Recommendations Employee Development May docx May 15, 20