Onsite Learning Program

1. Onsite Learning Program Presented by TS Hamilton

2. Five Core Competencies We link our courses to CalSTRS core competencies.

3. What Selection Process Was Used? CalSTRS Core Competencies were identified using focus groups, which included employee representatives from all levels throughout the organization. The recommendations were submitted to the Executive Staff and following some consideration and discussion, they approved five Core Competencies with only slight modifications.

4. Adaptability/Flexibility • Behavioral Indicators: • Sees the merits of perspectives other than their own • Demonstrates openness to new organizational structures, procedures and technology • Switches to a different strategy when an initially selected one is unsuccessful • Demonstrates willingness to modify a strongly held position in the face of contrary evidence

5. Communication • Behavioral Indicators: • Knows that listening is essential to understanding • Ensures that others involved in a project or effort are kept informed about developments and plans • Ensures that important information from management is shared with employees and others as appropriate • Shares ideas and information with others who might find them useful • Keeps manager informed about progress and problems • Gives and receives constructive feedback • Asks questions to clarify understanding

6. Customer/Client Focus • Behavioral Indicators: • Solves customer problems quickly and effectively • Interacts with customers (internal or external) to find out what they want and how satisfied they are with what they are receiving • Discovers and meets underlying needs of customers • Lets customers know they are willing to work with them to meet their needs • Finds ways to measure and track customer satisfaction • Presents a positive manner with customers • Helps customer to know what to expect and provides a timeline • Follows up and fulfills commitments

7. Teamwork • Behavioral Indicators: • Listens and responds appropriately to other team members' ideas and proposals • Confers with other team members about their concerns • Expresses disagreement constructively • Reinforces and gives credit to team members for their contributions • Gives honest and constructive feedback to other team members • Works toward solutions that all team members can support

8. Work Standards/Quality Orientation • Behavioral Indicators: • Recognizes that the quality of the individual’s work impacts the quality of the work of the team, branch and/or the organization • Makes on-going efforts to improve how the work gets done in order to enhance efficiency and effectiveness • Desires to work smarter, not harder

9. Courses and Competencies

10. Individual Assessment • Identify Your Skills • “The purpose of this exercise is to help you clearly identify the skills…” • Check the “Have” column if you can perform the skill with little or no assistance • Check “Develop” if you will need to develop the skill • For instance: Sets well-defined, realistic goals • We recommend addressing one competency per year.

11. Individual Development Plan (IDP) • Performance Objectives • Competency Identified: Work Standards • Specific Skill Sets: Increase knowledge of selection • Plans for Achieving Objectives • Formal Internal Training: Attend The Selection Process training on 7/22/2014 • Development Assignments Identified: Assist a hiring manager • *Bonus – Goal Statement: Upon completion, I will be able to hire a new staff member.

12. Attending a Course • Course length: 7 hours • Activities: • “Choices and Consequences” • “Brainstorming Duties” • “Create a Job Artifact” • “Summary of Qualifications” • “Check the Checklist” • Post-Course Assignment • Brainstorm and document a new assessment for hiring a new employee. Try to generate a new method that you have never used before.

13. Questions?