human capital strategies as a change lever in education mtg and dev.pdf · will best support the...

Human Capital Strategies as a Change Lever in Education

Day 2: June 14, 2017

© 2016, Battelle for Kids. All Rights Reserved.


Day 2 Agenda

•  Welcome

•  Placement (Strategic Staffing)

•  Talent Management & Development Overview

•  Onboarding

•  Performance Management

•  Career Ladders & Succession Planning


Shifting our Focus: Retain & Grow Employees


Talent Management & Development

•  Socialize new hires into the organization, then develop and support them to meet ongoing demands.

•  Provide feedback on performance based on multiple measures.

•  Give staff opportunities to continue to learn, grow, and lead.

“The growth and development of people is the highest calling of leadership.”

– Harvey S. Firestone Founder, Firestone Tire and Rubber Company


Discussion: Leveraging Strategic Staffing Data

How does the information that you gather about a candidate during the selection process inform the onboarding, mentoring, and professional development that you provide to new employees?


ONBOARDING T.ON.1, T.ON.2


Learning Targets

•  Select essential aspects of orientation based on what I want new employees to know, feel, and do.

•  Determine what and how to present to new employees.

•  Uncover current strengths and gaps in my district’s onboarding system.

I can…


Why is Onboarding Important? •  Data from the national Schools and Staffing Survey (SASS) found that as the

number of reported components of induction increased, turnover among first-year teachers decreased (Smith & Ingersoll, 2004).

•  Researchers note a number of additional possible benefits of these programs, including higher student test scores (Ganser, Marchione,& Fleischmann, 1999; Geringer, 2000; Goodwin, 1999) and less time and money spent on recruiting and hiring replacements (Halford,1999).

•  Half of all senior outside hires fail within 18 months in a new position (Smart, 1999).

•  Half of all hourly workers leave new jobs within the first 120 days (Krauss, 2010).


Why is Onboarding Important? Establishes relationships and habits that last well past the first year of employment (when not treated as one-day event).

•  Productivity: Decreases the amount of time it takes for someone to become acquainted with work peers and aware of internal work processes.

•  Performance: Increases an individual’s understanding of the district’s expectations for the role as individual performer and as a part of bigger team.

•  Engagement (Retention): Strengthens employee engagement through comprehension of the district’s culture, vision and values; Onboarding addresses emotional engagement: Why did you come here and why will you stay?


What is Onboarding?

•  Assimilation?

•  Induction?

•  Integration?

•  Socialization?

•  Orientation?

Not exactly. Onboarding is not the same as orientation, but it starts there.

Orientation is task-oriented, paperwork intensive,

and event-based.

Onboarding occurs over the course of time at many work events involving people from all levels

of the organization.


Orientation vs. Onboarding

•  Emphasizes transactional activities (e.g. mandatory paperwork, key policies)

•  Culminates in event typically held before employee’s first day

•  Shorter duration

•  Helps new employees adjust to performance and cultural aspects of their role and the organization

•  Involves mentoring/support

•  Longer duration

Orientation Onboarding


Activity

•  What do you want new employees to know, feel, and do after attending orientation? Use chart paper to record your ideas.

•  How do you prioritize what information to share with them to prevent information overload?

KNOW FEEL DO


Orientation: What do you want employees to know, feel, and do?

•  District goals and strategies •  School / district context •  Safety rules •  Emergency procedures

•  Benefits and pay •  Attire •  How to access email •  Points of contact / Mentor •  How they will be evaluated

•  Sense of belonging •  Confident •  Supported •  Valued

•  Ask questions •  Establish relationships with co-workers •  Complete basic forms •  Enroll in benefits


Factors that contribute to successful orientation

KNOW FEEL DO

• Avoid information overload!

• Use multiple communication channels over time

• Use checklist to ensure coverage of key topics

• Design experiences to evoke targeted feelings

• Invite active rather than simply passive participation (during and afterwards)


Onboarding: Three Key Areas of Information to Consider

Organizational information Job-specific information

Community information


Activity: Key Onboarding Information Think about the three areas of onboarding. What information do you currently include or would you like to include in each area? Process: Carousel activity

1.  Record your group’s ideas about one area of onboarding. (2 mins/area)

2.  All groups rotate to the next station. Add your ideas to the chart paper. (2 mins/area)

3.  After completing the third rotation. Identify a key takeaway or creative idea to share with the group. (1 min)

4.  Share with the whole group. (5 – 10 mins)


LET’S CHECK OUR UNDERSTANDING


Organization Information

•  District overview (values, mission, history)

•  Key policies and procedures

•  Compensation

•  Employee benefits and safety procedures

•  Accident prevention

•  Physical facilities

•  Parent/community relations

•  Relevant organization legal compliance/rules


Job-Specific Information

•  Job duties and responsibilities

•  Provide teachers a comprehensive orientation around curriculum, instruction, and assessment

•  Department goals and structure

•  Policies, procedures, rules, and regulations

•  Performance expectations

•  Department/school tour

•  Introduction to co-workers


Community Information

•  Housing information •  Family adjustment •  Places of worship •  Daycare providers •  Banking •  Professional organizations •  Local establishments


BLENDED ORIENTATION EXAMPLE

Tulsa Public Schools


Blended Orientation Example: Tulsa Public Schools

•  Visit: https://portal.battelleforkids.org/Tulsa

•  Developed a blended orientation experience, where new employees take an online course and participate in face-to-face onboarding events.

•  Online course is comprised of organizational (i.e., district level) and external information to supplement site-based orientation.

•  Building-level, job-specific information is addressed during site-based orientation.


Use Technology Wisely: Tulsa Public Schools


ONBOARDING/ORIENTATION: CLASSIFIED STAFF EXAMPLE

Upper Arlington Classified Staff Resource Hub


Why a Resource Hub?

•  Gathers essential information and resources in a convenient, interactive resource hub for employees

•  Serves as effective onboarding experience for new employees

•  Increases consistency of information

•  Offers more efficient access

•  Improves collaboration among staff

•  Results in higher staff engagement


The Design Process

Phase 1: Prototype •  Established Core Design Team

•  Included secretarial/clerical staff who volunteered to co-design Resource Hub where all classified staff needs were considered

•  Core Design Team met with BFK staff 2x per month for four months and collaborated regularly via email to build out Resource Hub content


The Design Process

Phase 2: Implement & Expand •  Incorporate feedback (April)

•  Build online version, transfer to UA platform, and launch (April–June)

•  Maintain and expand for all classified staff (Summer and beyond)

•  Create a resource hub for certified staff (interestingly enough, in this case classified led certified)


Organization of the Onboarding Resources

BEGIN

DISCOVER

CONNECT

Basic information for employees (union, buildings, calendars, safety and security)

Employment information and systems

Information about organizational members and community of support

DEVELOP Describes staff roles, performance, and professional development


Onboarding: Helpful Tips to Consider

•  Be sure the onboarding process is formal, but fun and doesn’t overload

•  Remember that onboarding programs should extend over 90 days and sometimes last for a new hire’s first year of employment or even for several years

•  Use a blended learning model that includes online learning, social media, video, classroom activities, and/or realistic job previews to account for different learning styles

•  Invite current employees to share experiences with new staff


Onboarding: Helpful Tips to Consider

•  Involve current staff in the design of your onboarding program

•  Assign every new hire a mentor or coach

•  Make it personal. While we say this a lot, we believe it’s true anytime you deal with people: “People are not widgets!”

•  Upon completing the onboarding process, ask new employees for feedback on their experience!

•  What do you wish you know when you started that you know now?

•  Consider how to make information available to mid-year hires, long-term subs, or others who may miss a traditional onboarding event


Activity: Classified Staff Onboarding Districts really tend to struggle with the onboarding of classified staff (which the research states leads to higher turnover). Turn to a colleague at your table and discuss:

1.  What is working in your district?

2.  What is not working?

3.  What ideas do you have to improve areas in #2?

4.  What are the barriers to delivering on #3?

5.  If you picked a single idea to implement to better onboard your classified staff what would it be?


MENTORING NEW EMPLOYEES

HCLE Standard: T.ON.2 Onboard new employees.


Three Types of Support for New Employees While not exhaustive, these are three key types of support that can be provided to new employees: 1.  Mentoring: Individual, confidential support 2.  Meaningful Collaboration: Group, shared support

Collaboration is not something that is natural, nor are we born with the skills to collaborate effectively. Effective collaboration skills have to be taught and learned.

3.  Customized Learning Opportunities: Tailored, focused support An employee’s contributions to the organization are optimized when their growth is in line with the needs of the organization.


•  A critical part of an onboarding program is the role of the mentor

•  Mentoring is not the entire onboarding process. Onboarding is a comprehensive process that goes well beyond the part of the mentor.

•  Clearly outline the process and criteria for selecting mentors; engage your best teachers/staff as mentors

•  Clearly define the roles of the mentor. How often do they meet with the new hire, how many observations? How is this documented?

•  Provide the mentor, just like the new hire, with ongoing professional learning

Let’s Talk About Mentors


What’s the difference between Mentoring and Coaching? Consideration Coaching Mentoring Relationship May be your manager, a colleague,

or external coach Is a non-reporting relationship with an experienced member of the organization

Expertise Has expertise in the targeted area Has broad knowledge and experiences, and usually a wide network of contacts

Focus of interaction

Usually more specific task- or skill-focused

Usually more concerned with long-term development, and learning the culture

Feedback Coaches provide feedback to employee

Both mentor and mentees participate in mutual sharing and reflection

Adapted from: https://www.aaps.org/uploadedFiles/Content/Career_Center/Professional_Development/What_is_Mentoring.pdf


Selecting Mentors •  Be intentional about the knowledge, skills, and dispositions mentors need that

will best support the growth of new hires (empathy, openness, organized, growth-mindset, etc.) •  If possible, don’t identify mentors based on just who volunteers. If the

teacher contract doesn’t prohibit it, actively recruit staff members who fit the profile of skills needed.

•  Anytime a hire is made after an interview process, much information should be known about the candidate from the interview process (strengths and growth opportunities). This information can help inform the mentor selection and the support the mentor provides the new employee.


Reflection: HCMS Graphic Organizer

What are your big takeaways for Onboarding?

Reflect on the learning and record your thoughts in the Onboarding section of the HCMS graphic organizer.


PERFORMANCE MANAGEMENT

Implementing a high-quality evaluation system HCLE Standard: T.PM.1


Learning Targets

•  Describe the components of a comprehensive evaluation system.

•  Define types of biases that can interfere with employee evaluation processes

•  Identify ways to reduce bias in employee evaluation processes

I can…


Reflection Questions: Evaluation •  Is your evaluation system set up as a process for compliance and

judgement or for learning?

•  Do both certified and classified staff have opportunities for ongoing dialogue and feedback about their professional practice?

•  Who looks at the information generated by your evaluation system and how is it being used?


Activity: Evaluation Assessment Tool

What is the current state of your evaluation systems? 1.  Individually complete the assessment in your Activities Workbook based on

your evaluation system for classified staff. 2.  As a group, discuss:

•  Is this tool valuable? What would you change/add to make this tool more valuable?

•  What surprised you about your results? OR Where do you feel you need to focus more attention?

3.  Share out


Comprehensive Evaluation

The ongoing process of using multiple measures to assess individual or group performance relative to clearly defined performance standards and provide opportunities for reflection, feedback, and support.

3. Reflection,

Feedback, & Support

1. Goals &

2. Assessment

Expectations


1. Goals & Expectations: Alignment is Key

Alignment within your organization

District values/strategy/goals

School/Department goals & performance expectations

Individual goals & performance expectations

Can every employee in your organization

explain how they contribute to student

success?


1. Goals & Expectations: Alignment is Key

Alignment within your HCMS Criteria used for hiring

= Criteria used to evaluate performance

= Criteria used to design professional development

= Criteria used to compensate and reward employees

Per EEOC guidance, policies and practices should be associated with the skills needed

to perform the job successfully.


Avoiding Discrimination in Evaluations ! Communicate performance standards to new employees ! Apply performance standards consistently when conducting employee evaluations

•  Title I of ADA requires employers to provide reasonable accommodations unless it would cause undue hardships to the organization. An employee with a disability is still expected to meet the same performance standards as a non-disabled employee in the same job.

•  Reasonable accommodations include modifications to the work environment or the manner in which the work is customarily performed.

! Provide factual evidence and an explanation of whether employees have met the performance standards.

! Monitor for both disparate treatment and disparate impact in evaluations. •  Establish a process for rapidly responding to discrimination complaints.

!  Inform employees if performance standards are changed.

References: https://www.eeoc.gov/employers/smallbusiness/checklists/conducting_performance_evaluations.cfm https://www.eeoc.gov/policy/docs/accommodation.html


Assessment: Approaches to Reducing Error 1. Collect multiple measures

•  Types of data–surveys, self-assessments, observations, narratives, work samples, etc. •  Sources–supervisor, self, peer, “customer” (e.g. students, staff, parents, etc.) •  Points in time–collect information through out the year (formative/summative, formal/informal)

2. Ensure performance expectations are clear and collectively understood •  Collaboratively establish what performance “looks like” / “sounds like” at each level of

performance

3. Provide training to improve reliability •  Certification / recertification processes for evaluators •  Co-observation / double-scored observation

4. Establish standards for documenting performance •  Timely, specific, objective, accurate, consistent


Reflecting upon “evaluations”

It tends to be really difficult to quantify human behavior. However, an evaluation is just that (a summary judgment of one’s professional behavior). Reflect on the below questions and share you ideas with those at your table. 1.  What do we gain by giving employees an annual summary judgement (a

score) of performance? What might we lose? 2.  What are your thoughts on summative vs. formative evaluation? What is the

ideal balance between the two? 3.  Do you personally struggle as an evaluator of others? If yes, why? If no,

what habits of mind or dispositions do you believe serve you well in this capacity?

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