Engagement Education Session #2

1. R Engagement Education Session #2 Creating Powerful Action Plans October/November, 2014

2. You are here! II. Select 2 survey items on which to focus • One Q12 item that is most negatively impacting patient or team member safety in your area • One Q12 item that is most positively impacting patient or team member safety in your area III. Plan an A3 for 2 survey items • Need/Rationale • Current Condition • Target Condition and Reasoning • Action Plan

3. Today’s topics

4. Our Engagement Journey Percentile 29th 35th

5. Gallup Health Care Clients

6. Engagement Express Informal Leader BP I New Leader Orientation BP II Influential Leadership $15/ team member Bravo Urewards Uteam Perks Outstanding Contributor Impromptu celebrations commitment form engagement series Power of One/Stepping It Up/ Balance Uteam meetings referral program suggestion Box Peer Interviews skip level meetings Buddy Program tools ID badge job aids team member profile videos 1:1 manager meetings social media Reward & Recognition Recruiting & Onboarding Leadership & Learning

7. Despite those efforts 61% of our workgroups are in the bottom two quartiles % of Workgroups n 113 n 86 n 73 n 55 RRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRR

8. 4636 team members are in the bottom half 4636 1822 % of Workgroups n 2907 n 1729 n 1347 n 475 RRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRR

9. 8 out of 11 job families are in the bottom half 2014 Medical Center GrandMean: 3.91 Percentile: 35th Note: Percentiles based on Gallup’s 2014 Q12 Healthcare Workgroup Level Database

10. Front-line manager input regarding barriers to improving work environment • Time/competing priorities • Unclear expectations/directions • Staffing issues • Not enough staff • Span of control • Disengaged/actively disengaged team members • “Broken” processes • Lack of support from senior leaders • Fear of speaking out • Poor performers continue to work here • Fear of the budget • Learned helplessness • They have given up asking • 127 respondents to SurveyMonkey • BP I • BP II • Influential L-ship I hope it gets better in 2015…

11. Hope is not a strategy to solve a problem… neither is a survey

13. 2014 Q12 Results Note: Percentiles based on Gallup’s 2014 Q12Healthcare Workgroup Level Database

14. Provide support at the base of the (traditional) engagement hierarchy The highlighted items continue to be lower ranking items for the Medical Center; additionally, these items had some of the smallest improvement this past year. For many team members, the ‘Expectations’, ‘Materials’ and ‘Do Best’ items are about more than just job descriptions and equipment. Note: Percentiles based on Gallup’s 2014 Q12Healthcare Workgroup Level Database

15. A3 problem solving: Know what’s expected Discovery meeting discussion revealed that team members were not clear on their day-to-day responsibilities. The group identified that certain people tend to have different expectations i.e., requesting time off. Team members will know what is expected of them as evidenced by consistent communication and application of the request for time off process. Team members who understand how to request time off will better understand what is expected of them within the department. • Target Condition • Reasoning • Need/ Rationale • Why don’t people know how to request time off? • Because everyone does it differently • Why does everyone request time off differently? • Because the manager has not set expectations. • Why hasn’t the manager set expectations? • Because she hasn’t thought about the ideal way to request time off. • Why hasn’t the manager created an ideal process to make time off requests? • Because she has other competing priorities. • Why can’t team members recommend a consistent process? • Team members can make recommendations for approval by the manager and team. • Current Condition 5. Action Plan - Action steps - Timeline - Expected outcomes - Accountability 6. Key Learning

16. Action Plan: Know what’s expected 5. Action Plan – Requesting time off

17. A3 problem solving: Materials & Equipment • During Discovery Meetings team members report they are consistently looking for supplies they need to perform their job. • Examples: • “We cannot find X when we need it” • “We had to put in a rush request for X the past 4 times we needed it” Team members will have the supplies they need to perform their job duties efficiently and effectively in order to prevent work disruptions (5S: sort, store, shine, standardize, sustain). Team members who have what they need to perform their jobs well will be more satisfied with work and deliver better service to customers. • Target Condition • Reasoning • Need/ Rationale • Why cant people find needed supplies? • Because everything is not stored in a consistent place • Why are supplies not stored in a consistent place? • Because people don’t put things back in proper place • Why don’t people put supplies back? • Because they are in a hurry and no process has been established • Why isn’t there a process in place? • Because no one has taken the time to do this • Why doesn’t the manager delegate this responsibility to some team members? • He can. Team members can come up with a recommended process for storing supplies. • Current Condition 5. Action Plan - Action steps - Timeline - Expected outcomes - Accountability 6. Key Learning

18. Action Plan: Materials & Equipment 5. Action Plan – Locating needed supplies

19. A3 problem solving: Do what I do best Discovery meeting revealed that several team members believe they are completing mundane tasks at work and are not utilized to their highest potential. Examples: checklists, audits, etc. Team members will be given opportunities to leverage their individual strengths and interests while performing their role. Team members who are given the opportunity to do what they do best feel more valued as a member of the team and feel more confidence in the team overall. • Target Condition • Reasoning • Need/ Rationale • Why do people believe the tasks they perform are mundane? • Because no one has asked them about their individual strengths • Why don’t people know about each other’s strengths? • Because everyone is focused on the primary tasks of the role – no one has inquired • Why don’t we collect information on each person’s strengths/interests? • We can – we will! • Current Condition 5. Action Plan - Action steps - Timeline - Expected outcomes - Accountability 6. Key Learning

20. Action Plan: Do what I do best 5. Action Plan – Leveraging strengths

21. Entering Action Plans via Gallup Online Handout

22. Gallup OnlineImpact Plan Section Turn to page 7 Utilizing A3 problem solving methodology prepares you for Action Plan submission

23. What can individual team members do? A C T Assess their own goals and satisfaction drivers to clearly define what success looks like to them Communicate with the manager and share aspirations and needs in order to clarify where to focus energies Take Action by taking ownership of their own engagement

24. What can front-line managers do? C A R E Build solid coaching relationships with team members for both performance & development Align interests & priorities to organizational goals Recognize & show appreciation for discretionary effort that’s in line with the strategy Engage yourself and each individual with dialogue about what matters most

25. What can senior leadership do? C A S E Foster a sense of community Be authentic in words and actions Convey to team members their individual significance Demonstrate excitement as the team moves forward

26. Next Steps • Share what you have learned today & modify action plans where necessary • Enter action plans into Gallup Online • Utilize your Informal Leaders as Engagement Champions • Integrate engagement into your team meetings • Use tools found on engagement website • Incorporate engagement into your discussions about other initiatives (i.e. quality, patient satisfaction, etc.) • Share best practices and lessons learned at leadership meetings

28. Previously we viewed & discussed 2 videos http://www.youtube.com/watch?v=gZ3wxgog4nc http://www.youtube.com/watch?v=y4nwoZ02AJM

29. Imagine your team members are more like crew members RR 3 are busting their butts 5 are looking at the scenery Engaged Disengaged And 2 are trying to sink the boat Actively Disengaged

30. Who are the Engaged? • Engaged: high on both contribution and satisfaction • Almost Engaged: large group, doing a decent job, reasonably satisfied; more employable than disengaged, more likely to consider a new employer than the fully engaged • decent performers who get less of your attention

31. What to do with the Engaged Catch people doing something right Achieve results – get team members involved in goal setting Mark progress – structure work so progress is visible and prevent setbacks Maximize performance – make top performance worthy of team member attention and provide feedback Authentic recognition – show team members that accomplishments are appreciated Build relationships – work is social, develop and maintain a strong network of relationships

32. What to do with the Engaged Catch people doing something almost right Enliven energy – physical, emotional, and mental Leverage strengths – productivity increases when people enjoy what they are doing Make meaning – meaningful work results in engaged, sustained and enriched people Master moments – each connection made has the potential to become a high point or low point in someone’s day Enhance well-being – eliminate the toxic elements of the workplace

33. Who are the Disengaged? • Honeymooners (new job/new role): high on satisfaction but not fully up to speed • Hamsters: working hard but not on the right things or tucked away comfortably content with minimal contribution

34. What to do with the Disengaged • Interpersonal style & integrity - explore individual interests, increase availability, role model personal manners and strong ethics • Monitor direction - review, guide, and clarifying expectations; manage time & resources, and follow processes and procedures • Support growth – embody autonomy, empowerment, development, feedback, praise and recognition You’re likely going to have to look for ways to engage this group… there are so many of them

35. Who are the Actively Disengaged? • Crash & Burners: delivering great results but not getting what they want from the work • 2 exit routes (Quit or Quit & Stay) • Have turned an emotional corner whereby their attitudes and behaviors can be contagious to others • Partnership between the company and the individual is in need of a fix • Existing performance management processes have failed to address the situation

36. What to do with the Actively Disengaged Ask him/her: • How do you define satisfaction? • What does success look like for you personally? • Are you content with minimal contribution? • How might this be impacting your individual performance? • How might this be impacting your team’s performance?

37. Simultaneously, role model what you expect Open, fair and consistent communication Build and sustain relationships Provide knowledge, clarity and guidance Support development & progress – prevent setbacks Handle conflict and problems

38. If necessary, work on yourself

40. Handout

41. Compilation of Best Practices Handout

42. Uteam Resources Handout

43. Action Plan Reflection Complete this handout

44. Coming up… • Enrollment in Education Session #3 will begin in January via the Learning Management System