Workforce Planning Tool kit

1. Workforce Planning Tool kit Mary Washington College

2. Table of Contents • Developing Goals and Objectives for my department • Assessing Staffing Needs • Identifying skills needed and those no longer needed. • Identifying training and development needs. • Creating job descriptions for new employees • Determining resource requirements for my department • Determining the budget for my department • Leading my department through change

3. Developing Goals & Objectives for my department Workforce Planning Toolkit Part I

4. Developing Goals & Objectives for my department Establishing Direction: • What business is the college in? Why does it exist? (examine mission) • What business is our department in? Why do we exist? • What are our principle functions? • How do these functions contribute to the total organization’s roles and missions? • What is unique about our division’s work as compared to others in the college? • What issues are important or unique in our area? • Where would we like to be in relation to where we are now? Area Mission Statement: (department) exists to do what? For whom? Why?

5. Developing Goals & Objectives for my department Goals and objectives: • Looking at the mission statement for our area, what major things would we like to accomplish during this period of time? • What are the necessary interim steps, the specific objectives that will allow us to accomplish our goals? • What timelines will we need to assure our goals are accomplished? • For what will we be held accountable on the next review? • What is the personal responsibility of each employee? • When will we meet regularly to discuss the progress of these goals?

6. Assessing Staffing Needs Workforce Development Toolkit Part II

7. Assessing Staffing Needs PART I: Analyzing the Situation • What needs to be accomplished in the next year? • Do I have the sufficient number of employees to accomplish these goals? (choose 1 of the below) • Yes, click this button • No, click here to the recruitment process C. I have the sufficient number now, but anticipate losing one or more employees due to retirement or relocation?

8. Assessing employee skill level • Do my current employees have the skills necessary to accomplish the upcoming objectives? • If certain they do, go to next section B. If uncertain, go to

9. Recruitment Process To access the guidelines and procedures for recruiting new employees, click on the button that corresponds with the type of employees you wish to recruit: Procedures Forms Classified Employee Hourly Employee Faculty Administrative staff All recruitment forms are available on the “s” drive under Fac-Staf/Recruitment

10. Succession Planning • What steps have you taken to ensure that existing employees are competitive candidates for promotions? • Have you set up a back-up system for cross-training of employees? • Have you kept an open-door policy in which employees feel they can come talk to you about their future (retirement or promotion opportunities)?

11. Identifying skills needed Workforce Development Toolkit Part VI

12. Identifying necessary skills for a position • Using form A, list the current functions of the position. • Break the functions down into specific tasks. • List the knowledge, skills, and abilities necessary to perform those tasks– there should be a team of people deciding this to make sure it is objective. • Knowledge= the range of understanding and information one has in relation to a particular job • Skills = the power to execute one’s knowledge effectively in performance • Abilities = Natural aptitude or acquired proficiency FORM A

13. Identifying necessary skills continued 4. Rate the skills in importance from 1 to 5 with 5 being critically important. 5. The skills with the highest rating signify the skills employees should currently have to perform their jobs or that new employees should have when recruited for a position. 6. If current employees don’t have these skills, investigate training sources. FORM A

14. Identifying training and development needs Workforce Development Toolkit Part VII

15. A simple approach to identifying training needs • Choose a position to evaluate. • Enter all the job responsibilities of that position (see Form A). • Complete Form A as specified stating tasks, knowledge, and skills needed. • Using Form B, list the skills needed for the position. • The employee and direct supervisor should then rate the employee’s proficiency in these skills using Form B. • The average of the 2 scores should be calculated. • All items that receive a “3” or below indicate a need for training. Form AForm B

16. Creating Employee Work Profiles (EWP) for new positions Workforce Development Toolkit Part III

17. Instructions for completing a Employee Work Profile (EWP) Introduction: The Employee Work Profile is a combination of the employee work description, performance plan, and evaluation assessment. Sections I, II, III, and IV are written or reviewed by the supervisor and the employee together at thebeginning of employmentto determine work plans and development needs. Sections V, VI, VII, and VIII and IX then are completed by the supervisor and reviewed with the employee at the end of the cycle. Sample EWP BlankEWP

18. Step-by-Step Instructions:Position Identification InformationPART I TIP: If you are creating a new position, complete part II of the EWP first. This will give you a better idea of how to classify the position. Otherwise proceed with directions for PART I. PART I INSTRUCTIONS

19. Step-by-Step Instructions:Work Description & Performance PlanPART II TIP: This is a vital section because it gives direction for all the other sections including the employee’s work plan and the criteria used in the performance evaluation. So please take the time to think about it carefully. PART II INSTRUCTIONS

20. Step-by-Step Instructions:Employee Development PlanPART III TIP: Take the time to sit down with your employee and discuss what he/she thinks they need to learn in the next year. Add your observations as well and make a concrete, realistic plan you both are happy with. PART III INSTRUCTIONS

21. Step-by-Step Instructions:Review of Work DescriptionPART IV Tip: Verify that both you and the employee have the same understanding of the job and development plan by signing the document. PART IV & V INSTRUCTIONS

22. Step-by-Step Instructions:Position Identification NumberPART V Part V: Position Identification PART IV & V INSTRUCTIONS

23. Step-by-Step Instructions:Performance EvaluationPART VI - IX Preparation: • Keep notes throughout the year • Provide little feedbacks • Gather examples (positive/negative) • Concentrate on clarity • Understand employee’s learning style PART VI-IX INSTRUCTIONS

24. Step-by-Step Instructions:Performance EvaluationPART VI - IX TIPS for the Discussion: • Give advance notice • Be specific and descriptive • Balance positive & negative • Establish two-way discussion • Check understanding • Develop action plan • Agree on follow-up PART VI-IX INSTRUCTIONS

25. Determining resource requirements for my department Workforce Development Toolkit Part IV

26. Resource RequirementChecklist When hiring a new person or starting a new program, here’s a resource checklist to ensure your area’s readiness for this change. You may want to ask yourself, do I have? • Enough office space allocated for this; • Computer equipment needed to carry this out; • Telephone and other communication devices; • Training materials and personnel to train; and • Supplies so the employee or program can get started immediately.

27. Determining the budget for my department Workforce Development Toolkit Part V

28. See the below slide presentation from Rick Hurley’s course:“Overview of the Budget Process” course

29. Leading my department through change Workforce Development Toolkit Part VIII

30. Leading my department through change • Instill a sense of urgency. • Involve others. • Create a departmental vision. • Communicate continuously. • Delineate clear expectations • Address obstacles. • Celebrate small successes • Change fast. • Keep on changing. • Make change stick.

31. Instill a Sense of Urgency Maybe it begins with only one person, but it’s a leader who manages to shake enough people out of their complacency– away from disinterest, fear, or anger– to engender a sense of opportunity, a sense that everybody’s got to do something about seizing that opportunity. All too often people say they buy the urgency, but they really don’t. Maybe it’s complacency, maybe false pride– though increasingly, it’s fear. Emphasize the potential opportunities for them!!

32. Involve Others Companies with great track records of change are very effective at assembling a group of people that can work together as a real team to drive the change. Too often, you see the wrong people involved, or people who are working like a committee. Or the initiative gets dumped on some task force six layers down in the organization, where people might desperately want to do something– but lack the connections, reputation, or authority to make it happen. Put together a group with enough power to lead the change!

33. Create a vision for your department The leadership group works with others to create a vision and the strategies to support it. They have a clear sense of purpose and direction. In less successful situations you generally find plans and budgets, but no vision and strategy; or the strategies are so superficial that they have no credibility. Make the vision specific to your area – let them see how great it can be!

34. Communicate continuously Once the vision is created, there must be a huge effort to communicate it to as many people as possible. People need to hear the mandate for change loud and clear, with messages sent out consistently and often. That means using every vehicle possible to send out clear, candid, heartfelt messages. In less successful cases, leadership either communicates too infrequently or uses standard channels that simply don’t affect people very much—like boring memos that nobody reads or believes. Let them know you understand that change can be difficult.

35. Delineate clear expectations During any change, people will often react with fear because they don’t know how the change will affect them. That’s why it is so important for supervisors to be able to sit down with employees and give specific details on how the change will affect that person’s work duties and future with the organization. Specific expectations and method of accountability must be discussed. Make their role clear!

36. Address Obstacles The next step: get rid of anything blocking change. Enable people to move ahead and make something happen. Typically, though, the obstacles in our organizations are huge- like bosses stuck in old ways, lack of information systems, lack of self-confidence. To succeed with change, you’ve got to go after those obstacles– which, I think, is by far the best meaning of “empowerment.” Empowerment has nothing to do with putting power in a bag and shoving it across the table. It is moving obstacles out of peoples’ way so they can make something happen, once they’ve got the vision clear in their heads.

37. Celebrate Small Successes Little victories are essential for creating momentum and providing sufficient credibility to pat the hard-working people on the back and to diffuse the cynics. The initial emphasis is on quick wins, without losing sight of the long-term vision. In less successful situations, either you don’t get the wins, or they are not fast enough or credible. Holding 63 meetings is not a win. Celebrate getting to the next step along the long path.

38. Change Fast To change an organization successfully, you have to make big moves. No matter who you are, there is that tendency to want to take the ball forward only a couple of yards, then wait, and then take a couple of more small steps forward. But that doesn’t work. You can’t coax people into change. Incremental nudges in a world that’s moving in nanoseconds is absolutely not acceptable. Strike boldly when you believe in something.

39. Keep on Changing After change enterprises get rolling and have some wins, they don’t stop there. They go back and make wave after wave of other actions necessary for long-term, significant change. They don’t do it all at once; it requires one piece moving out, another jumping ahead. But successful change leaders don’t drop the sense of urgency. On top of that, they are very systematic about figuring out all the pieces they need to have in place before they can declare victory. Don’t drop the sense of urgency!

40. Make change stick The last big step is nailing big change to the floor and making sure it sticks. And the way things stick is through culture. If you can create a totally new culture around some new way of managing, it will stay. It is not dependent on one boss or a couple of enthusiastic people who will eventually move on. It’s held in place by something more powerful.

41. Leading During Times of Change • Remember, people are watching! • Be decisive. • Act with confidence. • Stay active and engaged. You are a role model • Personally consistent • Professionally flexible • Seek alternative perspectives Meet others’ needs • Foster participation • Coach, encourage • Grant forgiveness, not permission

42. Other Available toolkits Conflict Management Toolkit Hiring Toolkit

43. Please let us know that you’ve used the toolkit and any suggestions you may have. jkwitnie@mwc.edu