JOB FAMILY COMPASS INITIATIVE Presentation to the President’s Staff January 17, 2005
Staff Employment Value Strategy (SEVS) 2004 2005 2006 2007 • Finalized compensation program • Implemented Staff Compensation Program (1/1/05) • Develop Job Family Accountability and Skill Guides • Establish Job Family Career Development Resource Guides • Begin comprehensive benefits review • January Equity Adjustments • Develop Job Family Accountability and Skill Guides • Establish Job Family Career Development Resource Guides • Complete comprehensive benefits review • Begin alignment of training and staff development with SEVS • January Equity Adjustments • Performance Management • Complete alignment of training and staff development with SEVS
What is the Job Family Compass Initiative*? Lehigh’s Job Family Compass initiative will: • Clarify the key accountabilities** and skills for positions within each job family • Present clear development and career paths for positions within each job family • Create development resources and activities that support growth within a job and/or progression from one grade to another The Job Family Compass will be documented in two distinct parts including: • Accountability and Skill Guide: Describes key accountabilities, skills and success factors for positions within each grade of a job family • Staff Development Resource Guide: Describes the key development activities individuals can pursue to develop within a job or to progress from one grade to another *Research Scientists, Research Engineers, Research Associates and Research Interns are not included in this project. **See Appendix A.
Job Family Compass Initiative Goals Short-Term Goals Long-Term Goals • Describe and clarify key job accountabilities and skills • Describe and clarify success factors • Establish the concept of self- managed career development • Enable managers to assist in staff development • Focus on the development of behaviors that drive excellence in performance • Create the foundation for career paths within job families • Create a culture where: • Staff take ownership of their career development • Managers guide the development of staff • Align individual development to the needs of the stem/department and the institution • Build the foundation for establishing a learning and development architecture for staff • Create the foundation for an integrated compensation and performance management program • Translate institutional strategy into behavioral terms
The Job Family Compass Establishes the Link Between Elements of SEVS Affiliation Articulates success factors that support institutional values and objectives Describes how jobs have been assigned to job families and salary grades Compensation Performance Management Clarifies work expectations, job requirements Benefits Career and Staff Development Describes what it takes to grow within your position or to advance to another grade Tuition benefits enable growth, advancement, and learning Performance Management and Career Development will tie these components together.
What are the Components of an Accountability and Skill Guide? COMPONENTS EXECUTIVE SECRETARY ILLUSTRATIVE EXAMPLE Key Accountabilities • Provides administrative support to the executive leader • Coordinates the activities of the department or unit • Maintains executive’s appointments and calendar • Arranges complex and detailed travel plans and itineraries • Tracks and maintains budget accounts • Arranges meetings, conferences, and other events • Prepares memoranda, correspondence, reports, graphs, and charts Skills and Knowledge • Communication—Provides and exchanges information; Drafts correspondence, other routine written materials • Computer Skills —Word processing, basic spreadsheets, and presentation development; Creates and manipulates databases • Equipment Operation—Uses common office equipment (PCs, faxes, copiers); Identifies operational problems with common equipment and determines resolution • Management/Supervision—Delegates work assignments and responsibilities; Identifies and implements improvements in processes, procedures, and practices • Analytical—Collects and researches readily available data; reviews and quality checks data; Uses intuition and experience to complement data Work Experience and Education • Required: High School Diploma or GED • Preferred: Associate Degree or vocational or technical school degree • Experience: 5 to 8 Years Core Success Factors • To be defined during the process
What are Success Factors? Success Factors • Translate institutional strategy into behavioral terms • Define institutional expectations for how work should be accomplished • Help the institution meet its operational and strategic objectives • Define a shared mindset and personal ownership for career development • Lead to superior performance and success at Lehigh Three types of Success Factors will be defined: TYPE APPLIES TO… PURPOSE Core All Staff • Reflect institutional values • Articulate institution’s expectations for staff Managerial Managers of people • Reflect institutional expectations for managers • Define what it takes to be an effective manager Functional (Grade specific) Incumbents in positions within each job family • Reflect specific behaviors unique to the position, grade, or job family
A Sample Success Factor Name of success factor Thumbnail definition • Specific, observable behaviors that describe how this success factor is demonstrated at Lehigh: • Clarifies what is expected • Facilitates performance discussions • Facilitates selection and recruitment • Contributes to shared mindset and reinforces personal ownership of work responsibilities
Linking Core Success Factors to Lehigh Values Lehigh Values* Potential Core Success Factors ** • Intellectual Growth • Innovation • Integrity • Community • Collaboration • Leadership Here is what we heard from you: • Highly Skilled • Innovative • Accountable • Cooperative We will conduct Leadership Team focus groups to confirm the core and managerial success factors. * Lehigh Values are from a discussion document created by the VP of University Relations in Summer 2002. See Appendix B. ** Potential Core Success Factors come from Fall 2003 consultant individual interviews with President’s Staff and Provost’s Council.
Defining Managerial Success Factors Potential Managerial Success Factors* Here is what we heard from you: All Core Success Factors plus: • Strategic Orientation • Proactive • Achievement Orientation • Excellent Management • Inspirational Leadership We will be conducting Leadership Council focus groupsto confirm the core and managerial success factors. *Potential Managerial Success Factors come from Fall 2003 consultant individual interviews with President’s Staff and Provost’s Council.
How Will the Accountability and Skill Guides be Developed? PROCESS FOR CREATING THE ACCOUNTABILITY AND SKILL GUIDES Project Team Work Creating draft accountability and skill guides, modifying guides based on input and feedback and finalizing guides President’s Leadership Team and Staff Interactions Present to President’s Staff and Solicit Approval Conduct Focus Groups of Senior Administrators, Managers, and Department Chairs Validate Guidewith Job Family Leadership and Modify Models Conduct Validation Focus Groups with Designated Individuals Introduce Accountability and Skill Guide at Job Family Orientation* At the end of the development process, Lehigh will have an Accountability and Skill Guide for each of the job families at Lehigh University. * The project team will review Accountability and Skill Guides on an on-going basis and make changes as necessary.
How Will the Staff Development Resource Guides be Developed? PROCESS FOR CREATING THE STAFF DEVELOPMENT RESOURCE GUIDES Project Team Work Determining career development philosophy, creating career development assessment tool, defining job family-specific development activities and resource guides Management and Staff Interactions Conduct Focus Groups of Designated Individuals to Brainstorm Development Plans and Activities Conduct Validation Focus Groups Introduce Staff Development Resource Guide at Job Family Orientation The process will run in tandem with the Accountability and Skill Guide as each job family is developed.
Timeline The entire Job Family Compass project will be complete by December 2006: • An Accountability and Skill Guide and Staff Development Resource Guide will be completed for each job family • Once the Accountability and Skill Guide is complete for one job family, the project team will begin working on the Staff Development Resource Guide and begin the Accountability and Skill Guide of a different job family DEVELOPMENT PROCESS Accountability and Skill Guide Staff Development Resource Guide Job Family 1 Accountability and Skill Guide Staff Development Resource Guide Job Family 2 Accountability and Skill Guide Staff Development Resource Guide Job Family 3 Time
What Can You Begin to do Today to Reinforce this Process? Although the completed Job Family Compass Program will not be fully implemented until December, 2006, there are several ways you can begin using the program today: What You Can Do/Say Now How We Will Involve You Going Forward* • During the performance appraisal period, begin to focus on: • Not only what work was done, but how the work was done • Development and growth plans for the individual • Recognize PDs are an evolving and changing document • Confirm and finalize the Core and Managerial Success Factors • Communicate Job Family Compass information to direct reports • Champion the initiative across your stem and the institution * The Project Team will create specific speaking points to assist you as you begin to communicate this initiative.
What We Would Like From You • Confirm the Job Family Compass purpose, objective, and creation process • Gain commitment for establishing core and managerial success factors • Obtain commitment for thinking and talking about development opportunities for your staff
Appendix A Glossary The new project will introduce new terms from time to time. Here are some important ones to start: • Key Accountabilities – The major broad responsibilities of your position. An example is “Arrange conferences and other events for the department.” • Skills – A proficiency, trade or technique acquired through training that is required to handle the positions accountabilities. • Success Factors—Behavioral indicators that define how work is to be accomplished and results achieved. When success factors are demonstrated proficiently and consistently they lead to high levels of performance and help establish a work culture that supports the University’s strategy. • Core Success Factors – these are factors that will enable Lehigh to achieve its strategic plan and are expected to be demonstrated by everyone at Lehigh • Managerial Success Factors – these are factors that describe Lehigh’s expectations for managers and are expected to be demonstrated by anyone who is responsible for managing staff at Lehigh • Functional Success Factors – these are factors that describe expectations within a job family and are expected to be demonstrated by individuals in the job family • Job Family – A group of jobs in which the work performed is of a similar nature. For example, the Finance/ Accounting job family includes positions that perform work related to finance and accounting while the Information Technology job family includes jobs that work with computers, networks, systems and programming. The positions may reside in any functional area of the University, such as Athletics, the Controller’s Office, a Dean’s office, or Library and Technology Services. The primary consideration is the nature of the work— not the department or stem in which the work is done.
Appendix B Lehigh University Values* Lehigh University is committed to promoting student success and ensuring they are prepared upon graduation to enter theglobal community as productive citizens. This commitment is central to our institutional values that express the character and nature of our university and guide our behaviors. Intellectual growth – Members of the Lehigh community are actively engaged in the creation of knowledge and a deeper understanding of existing knowledge to support professional and personal development. Innovation – Our approach to learning, teaching, and research, individual and group performance is focused on promoting innovative exploration and creative discovery and expression, a value equally fundamental to academic and administrative areas. Integrity – Faculty, students, and staff are expected to demonstrate the highest levels of integrity in their behaviors, exhibiting honesty, personal and collective responsibility, respectfulness and fairness in their dealings with others. Community – Lehigh is defined as a vibrant learning community that emphasizes a caring, involving and personal approach. Members of the community foster a respectful environment that is inclusive, tolerant and supportive of all members. Collaboration – Lehigh promotes working together across traditional boundaries to improve results, maximize available resources, encourage partnerships and develop the most effective solutions. Leadership – Lehigh seeks to be a leader in all areas in which we compete and to instill leadership as a quality in students, faculty and staff. *Lehigh values are from a discussion document created by the VP of University Relations in Summer 2002.