PROJECT PLAN

Human Capital Services (HCS) October 2018

BACKGROUND

Background

• K-State 2025

– University strategic plan describes our institutional aspirations and goals.

• Aon Hewitt Report

– Perform an overall evaluation and make recommendations for

improvement of the university’s structure, operations, policies,

processes, procedures, practices, and services related to recruitment,

development, and retention of its human capital.

• Unclassified Professional Taskforce

– Unclassified professional workforce does not have well-written

standardized policies and procedures or identified best practices for

position management, performance management, appropriate salary

structure or pay plan, diversity in the workplace, promotion opportunities

and career development/growth, and methods for greater retention rates.

FRAMEWORK

THEMATIC GOAL…

Foster a work environment that

encourages creativity, excellence,

and high morale in faculty and staff,

responses to changing needs,

embraces diversity, values

communication and collaboration,

and is respectful, trusting, fair, and

collegial for all.

WHAT WE PLAN TO DO…

Recruit and retain a highly

talented, diverse workforce

through strategies such as:

providing individuals with the

institutional support necessary for

effective job performance and

productivity.

K-State 2025: Theme 5

Review, revise, and revamp

university HR processes and

services to facilitate the

recruitment, retention, and

development of the workforce.

WHAT WE EXPECT TO HAPPEN BY 2020…

50% of job descriptions and job

families contain identified

competencies

BY 2025…

Processes, technology, systems,

and organizational acceptance

exist to support a performance

management system

K-State HCS 2025 Goals

Job families and career ladders are

identified to support vertical and

horizontal career movement

50% of job announcements contain

identified competencies for the K-

State workforce

Job families and career ladders

align with the changing nature of

the K-State workforce

Maintain 100% of job descriptions

and job families which contain

identified competencies

Balances Stakeholders

In efforts to balance the input from multiple stakeholders, HCS created a Strategic Advisory Council that is expected to assist and provide advice to HCS leadership regarding the monitoring and implementation of yearly goals and the division’s 2025 strategic plan.

HCS acquired through a request for proposal a global competency framework through Korn Ferry® to integrate into the full employee life cycle. A competency framework will establish common language among employees to identify and utilize skills and behaviors required for success. This will assist HCS to achieve K-State 2025 key outcomes within career architecture including identifying competencies, implementing career ladders, performance management, and career development.

To move us forward, HCS identified four themes to help meet the divisions’ 2025 plan:• Competency modeling: embed competencies in job descriptions and job families• Career paths: design job families to support vertical and horizontal career movement• Performance management: develop standardization for performance reviews• Career development: establish programs to support employee development, i.e. succession management,

individual development plans, and 360 feedback assessments

Balances

StakeholdersHuman Capital Services (HCS) will report progress made towards achieving the K-State HCS 2025 strategic plan to President’s Cabinet. HCS will be transparent and communicate advancements to the university community.

Members of the Strategic Advisory Council are expected to assist and provide advice to HCS leadership regarding the monitoring and implementation of yearly goals and the division’s 2025 strategic plan.

The teams will communicate their efforts to the Strategic Advisory Council and aid in the development of activities, including developing tools and resources, and updating of related policies and procedures.

Balances S takeholders :

HCS S t ra teg ic Adv isory Counci l

Becki BohnenblustLynn CarlinMandy ColeCindy DelfelderJenny Locanthi DowellBetsy DraperDr. Jason EllisDr. Trisha GottShanna Legleiter, Co- Chair

Roberta Maldonado Franzen, Co-ChairDr. Debbie MercerMadai RiveraRoberta RobinsonAdrian RodriguezMajor Oscar RuizDr. Bryan SamuelJay Stephens, Ex OfficioDiana McElwain, Recorder

The HCS Strategic Advisory Council is charged to promote advocacy of HCS strategic initiatives and best practices. The council is established to assist and provide advice to HCS leadership.

Balances S takeholders :

HCS In i t ia t ives Team

• Jaci Begnoche

• Betsy Draper

• Casey Lauer

• Jaime Parker

• Kathy Roeser

• Ashley Thomas

• Adam Carr

• Michelle Bowen

• Diana LeBlanc

• Trenton Modean

• Marci Ritter

Competency Modeling

Team

Career Paths Team

Performance Management

Team

Career Development

Team

• Stephanie Bannister

• Martin Draper

• Karen Horton

• Kerry Jennings

• Bill Johnson

• Mylene Larson

• Thomas O’Briant

• Bridget Seemann

• Valerie Barnett

• Jan Carlson

• Laurie Chandler

• Lindsey Fouquette

• Cyndi McNulty

• Gina Nixon

• Bryan Samuel

• Charlotte Self and Thurman Williams

Definit ion of a Competency

Observable and measurableskills and behaviors

that contribute to

workplace effectivenessand career success.

They determine how we do our jobs,

how we accomplish goals.

© Korn Ferry 2014. ALL RIGHTS RESERVED

Competency Framework

Job and Success Profiles

Selection

Onboarding

Feedback

Performance Management

Succession Management

Assessment

Development

What does

success look like? Are we

interviewing

candidates based

on competencies?

How can we align

new hires with the

job profile and

university culture?

Do we provide

feedback?

What are we

measuring?

Do we provide

experiences to prepare

our workforce for the

future?

Are we

interviewing

candidates based

on competencies?

How can we help our

people improve and

grow?

What is a Competency Framework?

Student Life

• Dani Badgett

• Jared Meitler

• Jami Clark

Research

• Stephanie Pierce

Academic Units

• Rebecca Gould

• Mitzi Farmer

• Tara Coleman

Administration and Finance

• Bridget Seemann

Office of the President

• Cleo Magwaro

• Bryan Samuel

Human Capital Services

• Jenny Locanthi Dowell

• Trenton Modean

• Lindsey Fouquette

• Connie Pfaff-Eickhoff

• Kellie Wilson

• Charlotte Self

• Shanna Legleiter

• Roberta Maldonado Franzen

• Jay Stephens

Col laborates : Communi ty o f P ract ice

HCS sought champions to partner with us on this effort stakeholders across campus are trained and certified in utilizing the competency framework.

THEMES, OBSERVATIONS,

GOALS, STRATEGIES

Theme: Competency Modeling

Observations

• No formalized, consistent process of executing talent management programs.

Goals

• Job descriptions and job families contain identified competencies.

C o m p e t e n c i e s a r e t h e c o m m o n t h r e a d t h a t l i n k s t a l e n t

m a n a g e m e n t t o g e t h e r a n d h e l p s c r e a t e a l i g n m e n t i n t h e

w o r k w e d o .

Reference: Aon Hewitt report, Unclassified Professional Taskforce and/or K-State 2025

Theme: Competency Modeling

Strategies

Recommended Strategies

Establish a solid foundation for integrating talent management processes to attract and retain our talent.• Identify competency modeling framework through a request for proposal and

seek a framework with higher education client experience.• Certify and train university stakeholders to utilize competencies.• Incorporate research-based competencies into job descriptions.• Integrate competencies and introduce a common language for talent

throughout the employment life cycle such as: interview and selection process, development, and performance management.

• Develop or revise policies and procedures.• Create a communication plan to educate university employees.

Theme: Career Paths

Observations

• Lack of defined career paths for leads to a perception that career opportunities are limited to one’s own current department’s structure, and that movement across the university is somewhat rare.

Goals

• Identify the career paths, tracks (families/subfamilies), streams, critical roles and job structure.

• Identify tools and programs to support employees and supervisor in creating and implementing career paths.

C a r e e r p a t h s a r e t h e c e n t e r p i e c e o f a n e f f e c t i v e t a l e n t

m a n a g e m e n t s y s t e m . C a r e e r l a d d e r s w i l l p r o v i d e s u p p o r t

f o r v e r t i c a l a n d h o r i z o n t a l c a r e e r m o v e m e n t s .

Reference: Aon Hewitt report, Unclassified Professional Taskforce and/or K-State 2025

Theme: Career Paths

Strategies

Recommended Strategies

Establish a solid foundation for integrating talent management processes to help attract and retain our talent.• Conduct research on best practices in higher education.• Develop a framework for implementation and understand the talent and rewards

philosophy to determine the career architecture, vertical career levels, horizontal career tracks/subfamilies and create an optimal for career performance.

• Define the expectations in the career paths and track using accountabilities and competencies.

• Develop or revise policies and procedures.• Create a communication plan to educate university employees.

Theme: Performance Management

Observations

•Each department or college is left to design its own performance evaluation process and tools for faculty and unclassified staff and these are often inconsistently applied. A standard performance evaluation process for university support staff does exist, but it is often not liked.

Goals

•Develop standardization and best practices for unclassified professionals and university support staff performance review and evaluations.

•There is no formal training conducted for managers of unclassified professionals and faculty in conducting effective performance assessments, and so effectively managing issues of poor performance was reported as being lacking.

•There are significant gaps that exist programmatically that affect faculty, unclassified professionals, and in some cases, university support staff including: the lack of clear policies pertaining to unclassified professionals; and talent management programs and processes including performance management and leadership development for all roles.

P e r f o r m a n c e M a n a g e m e n t i s a n e s s e n t i a l t o o l f o r h i g h

p e r f o r m i n g o r g a n i z a t i o n s .

Reference: Aon Hewitt report, Unclassified Professional Taskforce and/or K-State 2025

Theme: Performance Management

Strategies

Recommended Strategies

Clearly define unclassified professionals and university support staff performance management expectations.• Determining what components will be a part of the overall performance

assessment, potentially including:• Goal setting at the beginning of the performance cycle; throughout-the-

year opportunities to keep performance dialogue ongoing; the appropriate cycle for evaluating performance; what inputs will be received as part of performance evaluation (e.g., employee self-assessment, multi-rater assessments, performance assessments by colleagues, peers, other internal customers, external stakeholders, direct reports in the case of managerial employees, or other data) and the level of transparency that will be available to the individual being assessed.

Theme: Performance Management

Strategies

Recommended Strategies Continued

• Determining what components will be a part of the overall performance assessment, potentially including:

• The components of the evaluation itself (e.g., performance against goals, performance against key job criteria, performance against pre-defined behavioral expectations, performance against the impact of measurable results) and whether there is a need to vary those components based on the type of role; whether there will be a standardized performance rating systems (e.g., 1–3 scale, 1–4 scale, 1–5 scale or others); How performance will be documented.

• Guidelines for managers on how to deliver performance feedback. • The types and nature of the communications and education materials that

should be designed to implement the process.• Develop and/or revise policies and procedures.

Theme: Career Development

Observations

• The skills and experience associated with the design and development of learning experiences (both classroom and non-classroom) is quite scattered across the university, with a lack of sufficiently dedicated staff to perform these functions.

Goals

• Identify tools and programs to support employees and supervisor in creating and implementing employee development plans.

• Establish programs to support employee development, i.e. succession management, 360 feedback assessments.

C a r e e r d e v e l o p m e n t p r e p a r e s t h e w o r k f o r c e t o g a i n t h e

n e c e s s a r y s k i l l s a n d e x p e r i e n c e s t o h e l p t h e o r g a n i z a t i o n

g r o w .

Reference: Aon Hewitt report, Unclassified Professional Taskforce and/or K-State 2025

Theme: Career Development

Strategies

Recommended Strategies

Development of guidelines and best practices for career growth for unclassified professionals and university support staff• Establish a career development policy that allows unclassified professionals and

university support staff to build productive and satisfying careers while contributing to the achievement of the university’s mission, including:

• Individual development plans• Succession management• 360 feedback assessments

• Develop or revise policies and procedures.• Create a communication plan to educate university employees.

METRICS FOR SUCCESS

AND RESOURCES

Metrics for Success

•100% of unclassified professionals and university support staff positions have identified competencies for pilot groups by December 2019

Competency Modeling

•100% of career paths identified competencies for pilot groups by December 2020

• Identify organizational level for each job (entry level individual contributor [ELIC], first level leader [FLL], etc.) in order to adequately assess competencies and research model by December 2020

Career Paths

•100% of unclassified professionals and university support staff positions have a performance review process by January 2021

Performance Management

•Employee satisfaction measured in climate surveyCareer

Development

Resources

• The Art and Science of Competency Modeling. Orr, Evelyn; Sneltjes, Craig; and Dai, Guangrong. 2010.

• Define. Distill. Deploy. Adopting 21st-century competencies for high-impact talent. Korn Ferry Institute.

Competency Modeling

• Career Paths: Charting Courses to Success for Organizations and Their Employees. Carter, Gary. 2009.Career Paths

• College and University Professional Association for Human Resource (CUPA-HR)

• University Support Staff, Administration and Finance, College of Engineering, College of Architecture and Planning and Design evaluation templates

Performance Management

• Society for Human Resources Management: Developing Leadership Talent A guide to succession planning and leadership development

Career Development

CHANGE MANAGEMENT

Considerations

• The resources available to support the design and implementation of these recommendations, along with the requisite knowledge and expertise to be creative in the design process and the experience with large scale implementations will be critical.

– The competencies of creative forward thinking and the endurance required to move towards a goal will be critical.

• Given the nature of K-State as a public entity and being subject to future legislation and funding scenarios, the prospect of future budget cuts at the state and/or federal level may significantly impede the required progress in human capital programming.

Reference: Aon Hewitt report

Considerations

• The university’s ability to accept a more consistent, and in some cases, standardized approach to human capital programs and processes.

– Many differences exist today across the university not necessarily because that was the intended outcome, but because there was a lack of consistent direction, guidance, and ownership for some of these processes and programs.

– Gaining consistency will mean improvements for some which will be positive, but for others, may represent a perception of loss in what exists today or in a sense of loss of control in being able to individually tailor processes or provisions to meet a perceived unique need.

– Understanding of some sacrifice for the cause of a greater good may be difficult for some and will need to be addressed transparently. How the organization will reach compromise in these situations will be a critical and ongoing consideration.

Reference: Aon Hewitt report

Considerations

• The ability of the organization to absorb multiple changes, while at the same time, striving to realize the goals of the 2025 vision will represent significant, repeated change over the next few years.

– Strategic Enrollment Management

– Budget Modernization

Reference: Aon Hewitt report

NEXT STEPS

Implementation Timeline

Fall 2018

Communicate project plan with HCS Strategic Advisory Council

Design framework for pilot groups

Develop policies and procedures

Spring 2019

Seek feedback and make revisions

Finalize initiative and develop implementation plan

Finalize policies and procedures

Conduct learning seminars

Develop employee communication materials

Summer 2019

Implement project plan

Communicate with employees