Career Banding Training for Social Research

1. Career Banding TrainingforSocial Research

2. Objectives • Understand the basic structure of career banding • Understand the new competency profiles for social research classifications • Understand how to assess an employee • Understand the difference between Competency Assessment and PM • Understand how pay is administered in career banding • Understand the roll over process

3. What is career banding? A new human resources system that affects the way we • classify jobs • hire people • pay employees • promote employees • evaluate employees • provide career development opportunities for our employees

4. Why are we banding? • Directed by OSP as a statewide change • Reduces the number of job classes and titles in state government • Current system outdated and cumbersome • 6000+ classification titles • 47 salary grades • Move toward pay based on current market rates • Gives managers more flexibility in setting pay and granting promotions • Emphasizes commitment to individual growth and career progress

5. Statewide Job Family Structure • Administrative and Managerial • Information Technology • Law Enforcement and Public Safety • Information and Education • Human Services • Medical and Health • Institutional Services • Operations and Skilled Trades • Engineering and Architecture • Natural Resources and Scientific

6. Business Management Financial Analysis Human Resources Budgeting Services Program Management Support Services Auditing Planning Economic Development Branches in the Administrative & Managerial Job Family • Accounting • Social Research • Legal Services • 670 graded classes to 33 • Banded classes

7. 4 New Social Research Banded Classes • Social/Clinical Research Assistant • Social/Clinical Research Specialist • Social/Clinical Research Manager • Social/Clinical Research Executive

8. Social Research Crosswalk • Shows which existing classifications were collapsed into the new banded class • Total of 44 classes collapsed into 4 • 9 collapsed for the Assistant • 19 collapsed for the Specialist • 13 collapsed for the Manager • 3 collapsed for the Executive

9. Social Research Banded Class Profiles • Based on statewide focus group feedback • Modified by DHHS focus groups • Describe roles • Describe competencies needed in the job at each level • Include the minimum Training & Education required for the banded class

10. What is a competency? Competencies are the observable and measurable set of: • skills • knowledge • abilities • key behaviors that are necessary to perform the job.

11. Competencies • Contributing - Knowledge, skills, abilities and successful work behaviors that are minimally required for an employee in the band. • Journey - Fully applied body of knowledge, skills, abilities and successful work behavior required for the band. • Advanced - The highest or broadest scope of knowledge, skills, abilities and work behavior required in the band.

12. Role Summary: S/C Research Assistant • Gather, edit, analyze and report data • Identify population, design questionnaire • Compile and manage data; some reporting • Conduct statistical analysis Contributing Journey Advanced • More Variety • Independence • More design and • analysis • Generate new data • Lead others • Collect, compile and • manage data • Edit and format reports • Some research design • Strong knowledge of • statistical software • Routine • Repetitive • Defined assignments

13. Role Summary: S/C Research Specialist • Plan, organize, conduct and evaluate research • Create or validate theories through data collection • Analyze and document data • Project Planning and design; database development • Publication, reports, communication, instruction Contributing Journey Advanced • Full range of functions • Full knowledge of • research • More independent in • planning and design • More varied and • complex • Comprehensive or • specialized knowledge • Manages concurrent & • complex projects • Program or policy • development/eval • Train and supervise • Basic knowledge of • research • Work within established • guidelines/deadlines • Project of limited scope

14. Role Summary: S/C Research Manager • Manage and supervise activities for one or more projects • Program administration, planning and organizing work operations • HR and administrative management • Leads modification efforts, can serve as technical expert Contributing Journey Advanced • Full range of mgmt • functions • Strong role in setting • goals and objectives • Larger and more varied staff • Potential impact on • policy • Develops, directs and • manages one or • more large projects • Leads in adapting • new process, policy • Persuades upper level • management • Conducts new • research • Coordinates day to day • work • Reports to a higher level • manager • Strong specialist role

15. Exercise • Review the two job descriptions • Determine the appropriate classification for each position • Discuss in your group • Report out to full group

16. Now What? “Classifying the job is one thing. . . But how do I determine the level of my employees?” “Am I determining the level of the position or the person?”

17. Competency Assessment • The process used to determine an employee’s level (C,J,A) in career banding • Compares the banded class profile to the work demonstrated by the employee • Competency level rating (C,J,A) is provided for each competency in the profile • An overall level of C, J or A is then determined based on the summary of all the individual competency ratings

18. Example • Review the blank form • Review the sample competency assessment form for Ima Sasser • Notice the individual ratings • Compare them to the overall rating • Comments and Questions?

19. Competency Assessment Steps • Gather all necessary documents • Job description • PM form • Documentation • Reports • Feedback from others • Begin completing the blank form (one for each employee) • Cut and paste job description summary • Write 2-3 sentences for each competency • Determine the level of the competency by comparing your sentences to the profile • Determine an overall rating based on the summary of individual competencies. • Communicate ratings to the employee through discussion • Record the ratings on the Aggregate Leveling Form for your work unit

20. Supervisor Tips • Collect data throughout the year to avoid last minute recency effect • Ensure that job descriptions are current • Keep files on employees to collect data • Put responsibility on employee to provide work examples related to competencies • Do not consider pay when initially assessing employees – that is done after the assessment is complete • Use work examples not personal characteristics when completing the assessment

21. Focus on the work being performed:Analytical thinking Don’t Say – “Ima is a smart person and a critical thinker. She works hard to get her work done.” Say – Ima collects and analyzes data for the ABC research project. She summarizes the data through creation of tables and graphs in Excel/Access. She provides these to the project leader for incorporation into the project report.

22. Exercise • Read the summary documentation for Tammy Table • Write up a sample summary for one competency as a small group • Share with large group • Choose another competency and write up a sample summary on your own

23. Aggregate Leveling Form

24. Manager’s “CA” Toolkit • Blank Competency Assessment Form • Sample Competency Assessment Form • FAQ • Blank aggregate leveling form for each banded class • Sample aggregate leveling form • Supervisor’s guide for CA • Discussion Planner • Employee fact sheet for CA • Web resources

25. Differences between CA and PMCompetency Assessment Performance Management • Assesses level of work being demonstrated by the employee • Uses the banded class profile as a foundation • Completed at rollover • Completed thereafter when changes occur (should be completed at least every 3 years) • Uses CB dispute policy • As competencies are developed, pay can be awarded • Includes career development discussion • Evaluates employee performance based on goals of work unit • Uses the vision, mission and goals of the work unit as foundation • Completed annually • Uses PM Grievance policy • Pay may be awarded if funded by legislature • Includes Performance Improvement Plan if needed

26. Making it Easier for You • New shorter PM form/process • Dimensions are no longer on PM • KRRs are replaced by goals and results • Training to come • Still an annual process – can be combined with competency assessment cycle

27. DHHS Pay Guidelines Fully demonstrates C level competencies Fully demonstrates J level competencies Fully demonstrates A level competencies CRR ARR min max JMR New hires or employees who do not possess or demonstrate all of the C level competencies New hires or employees who demonstrate some of the C level competencies and some of the J level competencies New hires or employees who demonstrate some of the J level competencies and some of the A level competencies Employees who demonstrate all of the A level competencies and may be demonstrating some higher level banded class competencies

28. Pay Factors: Financial Resources - the amount of funding that a manager has available when making pay decisions. Appropriate Market Rate - the market rate applicable to the functional competencies demonstrated by the employee Internal Pay Alignment - the consistent alignment of salaries for employees who demonstrate similar required competencies in the same banded class within a work unit or organization. Required Competencies - the level of competencies that are required based on organizational business need and demonstrated on the job. This pay factor considers: • Minimum qualifications for class • Knowledge, skills, abilities and behaviors • Related education and experience • Duties and responsibilities • Training, certifications, and licenses

29. Career Band Example Social Clinical Research Assistant Journey Market Rate $38,000 $27,310 $51,750 Minimum Maximum Contributing Journey Advanced $31,933 $ 38,000 $44,080

30. SALARY DETERMINATION • Office of State Personnel Career Banding Policy states: • Contributing: Salaries for employees with contributing competencies should be below the journey market rate guidelines, as established by OSP, but not below the minimum of the class pay range. • Journey: Salaries for employees with journey competencies should be within the journey market rate guidelines, unless business needs (budget) prevent this. • Advanced: Salaries for employees with advanced competencies should be above the journey market rate guidelines, unless business needs (budget) prevent this. Salaries must not exceed maximum of the class pay range.

31. DHHS Pay Band Placement Guidelines Social/Clinical Research Specialist Fully demonstrates C level competencies Fully demonstrates J level competencies Fully demonstrates A level competencies CRR ARR min max JMR $33,594 $41,743 $63,153 $75,122 $51,344 New hires or employees who do not possess or demonstrate all of the C level competencies New hires or employees who demonstrate some of the C level competencies and some of the J level competencies New hires or employees who demonstrate some of the J level competencies and some of the A level competencies Employees who demonstrate all of the A level competencies and perform some higher level banded class competencies On the Aggregate Leveling Form, identify the overall competency level for these three employees. Then determine where in the band they should be paid. Discuss in your group. Quentin Query Anna Analyzer Sumar Summary

32. Aggregate Leveling Form

33. Salary Decision Worksheet • Used to document pay decisions • New Hire • Promotion • Demotion • Grade-Band Transfer • Probationary to Permanent • Reassignment • Horizontal Transfer • Competency Increase • Retention • Labor Market • Competency Level Change • Completed by the manager and sent to HR

34. Example • Review Salary Decision Worksheet • Review Worksheet for Anna Analyzer • Questions and comments?

35. Exercise • Complete a salary decision worksheet for Quentin Query to give him a career progression adjustment to bring him to the appropriate rate. His current salary is $39,659. • Work in small groups • Report back to full group

36. Career Banding Dispute Process • For career status career banding employees only • Dispute Process for career banding pay decisions only • Definition of a pay decision • Promotion, reassignment, CPA • Not disputable if no funding • Limited funding plan (priority list)

37. Career Banding Dispute Process • Four issues to appeal: • Amount is less than appropriate • Did not get money when pay factors indicate otherwise • Competencies are not evaluated correctly (did not follow process) • Management did not follow limited funding plan priorities

38. Process Steps • Employee completes form • Received in HR within 15 days of salary decision • Management must respond within 60 days • Final decision by higher level manager – one level up from direct supervisor or can be a designee in the division

39. Management’s Role • Ensure career banding concept is communicated to employees • Provide staff time to serve on focus groups • Evaluate employee’s initial competency level for career band placement • Evaluate competencies at annual performance reviews (optional) • Manage pay to the market rates

40. Management’s Role (cont’d.) • Provide detailed documentation for band/level placement and salary adjustments. • Establish career development plans and coaching to enhance an employee’s contribution to the organization’s success. • Use new processes for establishing positions, filling positions, reclassifying positions, and compensating employees. • Apply pay factors equitably.

41. HR’s Role • Provide initial and continued training to managers. • Consult with managers. • Ensure managers are held accountable. • Monitor/audit actions taken. • Evaluate Band Ranges. • Conduct Program assessment/evaluation.

42. Employee’s Role • Take responsibility for career development. • Participate in competency assessment and career development plans. • Develop competencies and skills that are valued by the organization. • Contribute to the accomplishment of the organization’s mission/goals through continued demonstration of competencies. • Follow dispute review process if applicable.

43. Checks and Balances • OSP Audit • DHHS Monitoring • Delegation of Authority – DHHS and local • EEO Review

44. Where do we go from here? • Complete/Conduct Competency Assessments by 12/5/06 • Copy documents to keep and send originals to your HR manager by 12/6/06 • You will receive notification from your HR managers when actions are approved • Communicate final results to employees • Recruitment Training - TBA • Performance Management Training - TBA

45. Resources • DHHS Banding Website: http://www.dhhs.state.nc.us/humanresources/banding • DHHS Brochure (linked on website) • Banding Team: Phone (919)733-4344 or DHHS.HR.division@ncmail.net