3Guide Overview About employee engagement and E2 Survey Data Additional Question DetailNext Steps: Action Planning & ImplementationAction Planning ResourcesHow to Use Insight2Action (I2A)Tips for Sharing ProgressNOTE:Every leader who had at least 10 staff and/or 10 faculty responses to their respective surveys will be ed a report from Hay Group, the University’s vendor partner. These reports are accessed via Hay Group's Insight2Action (I2A) online tool. The reports are a PowerPoint presentation which can be modified and integrated with slides in this guide.A Communications Toolkit is available online from the Office of Human Resources which contains key messages, sample templates for communications, and frequently asked questions.
4What Engagement Research and Experience Tell Us What sets great organizations apart? Dedication and commitment to collective excellence and wellbeing.Why is this important to the University? The degree to which employee engagement is present profoundly shapes the quality of experiences and outcomes in the workplace.Recruiting, retaining, and developing top talentEmployee resilience and wellbeingCollaboration and innovationSustaining a high-level of performanceNOTE:President Kaler and the University’s Board of Regents support employee engagement and the value it brings to leaders in identifying areas to improve the faculty and staff experience.Employee engagement—including the University’s E2 Survey—are well-grounded in research. University of Minnesota research found engagement drivers were also hallmarks of our most research-productive departments (Bland. Weber-Main, Lund and Finstad, 2005).Why Engagement?Today’s changing work practices and grand challenges require new ways of thinking and working together.Engagement helps align unit goals with effective workplace practices for optimal outcomes and is seen as game changing.Industry research shows that engaged employees:Are more productiveAre more collaborative and innovativeHave fewer performance problemsAre saferTake less time off and have lower turnover3
5The University’s Engagement Strategy Goal: Support campuses, colleges, and departments/units address local workplace factors that support engagement and enable excellence in research, teaching, and serviceDeveloped: In consultation with deans, chancellors, vice- presidents, faculty and staff leaders, governance groups and a faculty advisory committeeCombines validated items from Hay Group and customized items created by the E2 Faculty Advisory CommitteeAligned with U of M published research on drivers of research- productive facilities (Bland, Weber-Main, Lund, & Finstad, 2005)NOTE: The U of M engagement process has been consultative, resulting in final survey content that was developed in part from Hay Group’s wide selection of survey items and internal recommendations (faculty advisory board) to identify survey questions that best fit our mission.The Hay Group is a global consultant in engagement surveys that has access to a wealth of data from organizations across the globe. They were chosen as our engagement survey partner.The University published its own research in 2005 examining which factors make productive research units and found close overlap with many of the same factors that have been identified and included in our engagement survey.2
6Survey Administration Summary WhenOctober 13 – 31, 2014WhatSeparate faculty and staff surveys36 scored questions in each surveyAssess commitment and dedication plus effective environmentHowExternally managed by Hay Group to ensure confidentialityParticipationAll benefits-eligible University of Minnesota faculty and staff2,493 faculty responses (52% participation rate)9,599 staff responses (68% participation rate)NOTE: THIS SLIDE IS THE FROM THE REPORT This is the second year of the E2 Employee Engagement Survey administration and response rate increased overall:Overall response rate: increased from 57% (2013) to 64% (2014)Faculty participation rate: increased from 47% (2013) to 52% (2014)Staff participation rate: increased from 60% (2013) to 68% (2014)
7Engagement Process and Timeline Survey (October)Review & Share Results(January –March)Refine Action Plans(February –April)Implement Action Plans(April–January)Measure & Share Progress(March–September)Action PlanNOTE: THIS SLIDE IS THE FROM THE REPORT The timing of engagement actions are suggested to assist unit leaders to ensure efforts have an impact in the next year’s survey. This process is cyclical and some steps in the process are intended to be concurrent so leaders have flexibility.This slide gives more details about the annual engagement process and timeline, and it is how we have organized the engagement website (http://www1.umn.edu/ohr/training/e2/consulting/index.html) with tools and resources for each stage in the process.The steps on the Hay Group’s Insight2Action (I2A) website are very similar. The site can be accessed by leaders who receive a survey report (leaders must have at least 10 faculty or 10 staff who complete their respective survey to receive a report).If your department or unit did not create an action plan in 2013, tools are available from the I2A website and on the University’s engagement website.
8Employee Engagement Model NOTE: THIS SLIDE IS THE FROM THE REPORTThis slide presents the U of M’s engagement model which is based on two key metrics or outcomes of engagement:Commitment and DedicationEffective Work EnvironmentThe U model is unique because it allows us to more clearly define areas that are related to motivation and performance of the individual versus workplace environment.Drivers are areas where leaders, faculty, and staff can take action. The survey content has been divided into these two sections to help more clearly identify and target areas for meaningful action.88
9The Three Most Important Things to Know About Employee Engagement A survey alone does not create positive change. Only involving leaders, faculty, and staff in responding to survey results can create positive change in the work environment.Share your results. Disengagement begins when people who take time to respond to a survey don’t hear their results from their leaders.Take action. A few small, simple actions can have a large impact. Be certain to let faculty and staff know when actions were taken based on their survey feedback.NOTE:You can make significant impact by:Communicating your focus and support in the follow-up process.Planning and implementing concrete actions based on the results with faculty and staff.Monitoring the progress of your actions, making adjustments as necessary, and communicating regularly about progress.
10How to Understand Your Report This report presents survey results for your work group.The survey measures employees’ levels of engagement through the key metrics of commitment & dedication and effective environment. The survey also looks at ten other drivers of employee engagement.This guide has general guidelines. However, leaders need to use their understanding of their employees to verify the data against the context of their local environment.NOTE:The survey report available to managers with at least 10 responses (faculty and/or staff) is significantly shorter than this presentation. Some of the same slides are in both and offers additional materials for understanding and taking action on survey results.Information on the next several slides includes general guidelines to help leaders gauge the impact of the data plus when and where to take action. These are intended as general guidelines that should be applied in the context of what leaders know about their employees and their local work environments.10
11How to Understand Your Report, cont’d The report is divided into four sections:Dimension and Engagement ResultsStrengths and OpportunitiesAdditional Question DetailNext Steps11
12Review Survey Results Using Multiple Lenses Absolute ScoresComparisons With BenchmarksStrengths and OpportunitiesQualitative InformationSurvey DataContext-Based DataNOTE:It is best to review the survey data through three lenses: absolute scores in key metrics and drivers, comparison of data with benchmarks (University, campus, college, and 2013 same-unit data, when available), plus strengths and opportunities.In addition, qualitative data includes the larger context in which this data was gathered–what’s going on for the unit that might explain these results, such as large-scale initiatives, strategic planning and/or fiscal planning, as well as the context provided by other data that may have been gathered within the unit around key initiatives.
13Survey Scales & Benchmarks SAMPLEBenchmarks2014 Total University: results across all campuses2014 Total Campus: results for your campus only2014 Total College/Unit: results for your college/unit or department only2013 Same Unit Results: Results from your college/unit or department in 2013Percentage Favorable ScaleFavorable: “Strongly Agree” + “Agree” and “Very Good” + “Good”Neutral : “Neither Agree nor Disagree”Unfavorable: “Strongly Disagree” + “Disagree” and “Very Poor” + “Poor”NOTE: THIS SLIDE IS THE FROM THE REPORT The corresponding bar graphs show the percent favorable responses which includes “strongly agree,” “agree,” “very good,” and “good.”The percent neutral responses include: “neither agree nor disagree,” and the percent unfavorable responses include “strongly disagree,” “disagree,” “poor,” and “very poor” responses. The number in the bar shows the number of responses in that category.The percent favorable difference area shows how these results compare to the benchmarks of the total University, a specific campus (Twin Cities, Rochester, Crookston, Morris, Duluth, etc.), the total college/unit, and 2103 same-unit results (when available). A “+” indicates that the score are percentage points higher than the benchmarks, while a “– “indicates a score percentage points below the benchmark.It is important to keep in mind that the size of the group affects the practical significance of group differences. In general, the smaller the group, the bigger the difference in percentage points needed to determine that a meaningful difference exists.Percentage Favorable Difference ScaleComparison to benchmarks are expressed as percentage-point differences in percentage favorable scores for the same year (2014):“+” shows that your score is above the benchmark“-” shows your score falls below the benchmarkDashes (“—”) show a comparison is not possible13
14Understanding Your Results Quick Guide to Percent Favorable Review the percentage favorable bar chart using this quick guide to help assess and prioritize action.Consider the size of the group (“Valid N” column) in terms of the practical significance of the percentage favorable differences.Compare the proportion of neutral and unfavorable responses for more insight:A higher proportion of “neutral” than “unfavorable” can be an opportunity to shift employee opinionA higher percentage of “unfavorable” than “neutral” may indicate action is neededQuick Guide to Percent FavorableAssessmentRangeStrength>70% FavorableGather more information<60 % FavorableAction likely needed>20% UnfavorableNOTE: THIS SLIDE IS THE FROM THE REPORTIt is often helpful to reference the quick guide chart when considering percent favorable or unfavorable responses in the context of the total N (number of responses), as well as also considering the neutral respondents, which are covered in upcoming slides.The question number from the surveySAMPLE14
15Quick Guide to Percent Favorable Absolute Scores These focus on the percentage of faculty or staff responding favorably, unfavorably, or in a neutral wayHere are some broad guidelines when reviewing survey results on an “absolute” basisQuick Guide to Percent Favorable Absolute ScoresAssessmentRangeStrength>70% FavorableGather more information<60 % FavorableAction likely needed>20% UnfavorableNOTE: Here is a quick guide for reviewing absolute scores:Strength–results are usually indicated by items with >70% favorable response.Gather More Information–results are usually indicated by items with <60% favorable response.Action Likely Needed–results are usually indicated with >20% or more unfavorable responses - especially if fewer than half of the responses are favorable.In general, a clear action item may be where 30% or more of the responses are unfavorable.It is important to look at all the data in a row, including the percent neutral and percent unfavorable when determining areas of likely strength, if more information is needed, and areas for possible action.
16Absolute Scores, cont’d Be sure to look at the complete distribution of responsesScenario A—half Favorable with a large percentage of the rest being UnfavorableScenario B—One-half of respondents are Favorable with most of the remaining being Neutral5025504010NOTE:Both distributions on the slide show 50% of the responses as favorable. However, you could draw different conclusions about each distribution by looking at the percentage of neutral and unfavorable responses.In the first scenario, while half are favorable, you see a large percentage (25%) unfavorable. You may find this to be an area where action is possibly needed.In the second scenario, most of the remaining responses are neutral (40%) and only 10% are unfavorable. This can be described as a “mixed” result. There tend to be a number of reasons for this result and additional information on the cause should be sought out.
17Understanding Your Results, cont’d Results include percentage of favorable responses compared to unit-specific 2013 data (when available), as well as 2014 total campus and University benchmark data.Percentage favorable differences between 2013 and 2014 are unit-specific and may indicate areas of change in a more favorable or unfavorable direction.Use the quick guide (right) to assess the range of change between 2013 and 2014.Quick Guide to Percent Favorable DifferenceLikelihood of Meaningful ChangeRangeLow<5 percentage points above (+) or below (-) the 2013 dataMedium>5–10 percentage points above (+) or below (-) the 2013 dataHigh>10 percentage points above (+) or below (-) the 2013 dataNOTE: THIS SLIDE IS THE FROM THE REPORTYear-to-year comparisons are available for some reports. This quick guide helps provide guidelines for how to determine the likelihood for meaningful change year-over-year.SAMPLE17
18Qualitative Information The qualitative lens can provide more detailed information about why items or dimensions received particularly high or low scores. Consider:Are there other sources of information that contextualize the key messages in the survey data?Are there ways to verify the key messages in the survey data against other existing performance measures or metrics?NOTE:Qualitative information provides the context for your survey results.Gauge your own reactions to the results. Is there anything that surprises or doesn’t surprise you? Is there anything that you feel particularly good or disappointed about? These are good questions to pose to your audience as well.Comment reports can also provide useful contextual data, but are only distributed at college/unit-leader level where 25 comments or more have been submitted. Comments are meant to provide support to themes already identified in the data, rather than serving as a focus for identifying respondents or drawing attention to outlying situations.Not all employees responded to open-ended comment questions, so consider the absolute data as you review comments.
19Survey DataNOTE:This section contains sample survey data. The slides can be adapted by copying and pasting in the charts for your department or workgroup to be shared with faculty and staff. Additional background and talking points are included with the slides.
20SAMPLE Summary of Engagement: Key Drivers and Metrics <Chart content=Section1>SAMPLEThis slide can be replaced with the actual report slideNOTE: THIS SLIDE IS THE FROM THE REPORTThis slide can be replaced with the actual report slide, and is very useful in providing the overall unit’s results at a glance.TALKING POINTS:This is a summary of the results for all the engagement dimensions, including the overall or cumulative engagement key metrics of commitment and dedication plus effective work environment.The 10 dimensions roll up into these key metrics.The “% Favorable Difference” columns on the right show how the results compare to the benchmarks of the total university (all system campuses), total campus and total college or unit, as well as compared to last year (when available), with a “+” indicating a score above those comparisons and a “–” indicating a score below the benchmarks. Dashes (“—”) show a comparison is not possible. For example, this may be due to data not being available from the previous year’s survey.As a reminder, broad guidelines on interpreting results are:Results 0-5 percentage points above or below the benchmark comparisons may not rise to the action-planning levelResults 5-10 percentage points above or below the benchmark comparisons may worth considering, depending on N (number of responses)Results that are double-digits above or below the benchmarks likely indicates an area for further information gathering and possibly action20
21SAMPLE Results for Key Metrics: Commitment and Dedication Focus: Motivating employee dedication and commitment to excellence. Consists of results from the following survey questions:<Chart content=Section2>This slide can be replaced with the actual report slideSAMPLENOTE: THIS SLIDE IS THE FROM THE REPORT This slide can be replaced with the actual report slide.How “Commitment and Dedication” fit with engagementWhen employees are committed and dedicated to their work, they care not only about the quality of their own work, but are also invested in the collective work of their group, unit and university. This is a defining characteristic of employee engagement. Commitment and dedication refer to an individual’s level of personal motivation and conviction in their job. It is one of two key components in the University of Minnesota’s model of employee engagement, the other being effective environment.TALKING POINTS:Survey reports break out the key outcome of Commitment and Dedication to show which specific survey items contribute to this measure and how they rate against the benchmarks.The Valid N column shows how many people responded to each item.The responses for question 33, “Given your choice, how long would you plan to continue working at your campus?,” are represented in the report as follows: favorable = more than five years/or until retirement, neutral = three to five years and unfavorable = less than two years.21
22SAMPLE Results for Key Metric: Effective Environment Focus: Supporting employees’ success with the tools and resources of an effective work environment. Consists of results from the following survey questions.<Chart content=Section3>SAMPLEThis slide can be replaced with the actual report slideNOTE: THIS SLIDE IS THE FROM THE REPORT This slide can be replaced with the actual report slide.How “Effective Environment” fits with engagementAn effective work environment is one of two key metrics of employee engagement, along with commitment and dedication. Employees who are exerting their best efforts in their job will thrive and continue to give their best in a work environment that supports these efforts. Without an effective work environment, employees risk becoming frustrated.Research shows that frustrated employees typically do one of three things: 1) find innovative ways around environmental barriers and become engaged; 2) get tired of challenging environmental barriers and leave the organization; or, 3) lower their expectations and become disengaged. Paying attention to environmental factors is something that usually lies within a unit’s span of control and can pay big dividends in engaging employees.TALKING POINTS:Survey reports break out the key metric of Effective Environment to show which specific survey items contribute to this measure and how they rate against the benchmarks.22
23Employee Engagement Profile SAMPLEThis slide can be replaced with the actual report slideNOTE: THIS SLIDE IS THE FROM THE REPORT This slide can be replaced with the actual report slide. It separates survey data into quadrants to help simplify areas for focus in action strategies.TALKING POINTS:The unique part of our engagement framework is that it contains two metrics (individual commitment and dedication plus how effective the work environment is in supporting engagement). This four-box or quadrant displays the Employee Engagement Profile.Hay Group takes the survey data and groups it into one of four quadrants based on its own Global Industry norms. Above average indicates results scoring above the norm and below average indicates scores below this norm.Respondents in the Engaged box scored higher on commitment and dedication and higher on effective environment.Respondents in the Disengaged box scored lower on both those outcomes.Respondents in the Detached box score higher on effective environment and lower on commitment and dedication.Respondents in the Frustrated box score higher on commitment and dedication and lower on effective work environment.Research shows that leaders have far more success by focusing on two areas of the four square–“detached” and “frustrated”–those with one measure of engagement working well for them, however something is missing. These employees are well-placed to move into the engaged camp. Although there may be a tendency to focus on the Disengaged bucket–this is unlikely to yield positive results, and there will always be some people in this bucket.It is often easier to have an impact on work environment issues than it is to address personal commitment and dedication (motivation). Therefore, focusing on the Frustrated quadrant can often present the greatest opportunity.Research shows that those typically in the Frustrated box are high-potential employees who tend to do one of three things with their frustration:Find innovative ways to break through work environment barriers and move into the engaged camp.Get tired of the frustrations and leave to work elsewhere.Get tired of their frustration and lower their level of expectations, moving into the Disengaged sector.
24Strengths and Opportunities How strengths and opportunities are determined:Key factors are considered in identifying your work group’s distinctive strengths and opportunities including: absolute scores on the survey items (percent favorable and unfavorable) and how your work group’s scores compare to internal benchmarks (Total University, Total Campus, and Total College).NOTE: Strengths and weaknesses are not simply the top-five and bottom-five rated survey items.There is more complexity to how they are ascertained which is explained here.24
25Strengths and Opportunities, cont’d It is best to leverage strengths and identify areas for action:While the opportunities present clear areas for action planning, it’s also important not to lose traction in those areas in which your group excels in order to maintain and build upon your group’s key strengths.25
26This slide can be replaced with the actual report slide Key StrengthsKey strengths identify areas in which your work group is currently most successful.<Chart content=Section5>SAMPLENOTE: THIS SLIDE IS THE FROM THE REPORTThis slide can be replaced with the actual report slide.TALKING POINT: Survey data is organized into strengths and opportunities as another lens to help identify what is working well and what could be improved upon.If an item is a key strength or key opportunity, it doesn’t mean action planning efforts must be focused here. This is another source of information on the whole picture of engagement for your work area.This slide can be replaced with the actual report slide26
27This slide can be replaced with the actual report slide Key OpportunitiesKey opportunities point to areas offering the greatest room for improvement.<Chart content=Section6>SAMPLEThis slide can be replaced with the actual report slideNOTE: THIS SLIDE IS THE FROM THE REPORTThis slide can be replaced with the actual report slide.TALKING POINTS:Survey data is organized into strengths and opportunities as another lens to help identify what is working well and what could be improved upon.If an item is a key strength or key opportunity, it doesn’t mean action planning efforts must be focused here. This is another source of information on the whole picture of engagement for your work area.27
28Additional Question Detail: Commitment and Dedication Dimensions NOTE:This section contains sample survey data. The slides can be adapted by copying and pasting in the charts for your department or workgroup for sharing results with faculty and staff. Additional background and talking points are included with the slides.
29SAMPLE Clear and Promising Direction Key Metric: Commitment and DedicationClear and Promising DirectionFocus: Connecting employees to college/unit strategy and goals<Chart content=Section9>SAMPLENOTE: THIS SLIDE IS THE FROM THE REPORTThis slide can be replaced with the actual report slide.How “Clear and Promising Direction” fits with engagementEmployees look for opportunities to contribute to something larger than themselves and to make a difference. Supporting faculty and staff in connecting their work to the goals of the department, college, and university is critical to creating a high level of engagement. The University of Minnesota’s mission to teach, research and serve the public should be tied to the work of every University employee. College and unit goals should directly influence and connect to the work of its faculty and staff.This slide can be replaced with the actual report slide29
30SAMPLE Commitment to Excellence Key Metric: Commitment and DedicationCommitment to ExcellenceFocus: Encouraging high quality education, research, and services<Chart content=Section11>SAMPLEThis slide can be replaced with the actual report slideNOTE: THIS SLIDE IS THE FROM THE REPORTThis slide can be replaced with the actual report slide.How “Commitment to Excellence” fits with engagementDelivering high-quality education and research is critical to the University’s success. Ensuring that employees are working together toward these common goals requires an environment that encourages and supports teamwork as well as promotes innovation and continuous improvement. Engaged faculty and staff want to contribute to the success of something greater than themselves through their work.30
31SAMPLE Confidence in Leaders Key Metric: Commitment and DedicationConfidence in LeadersFocus: Inspiring trust through open communications and leadership support<Chart content=Section12>SAMPLEThis slide can be replaced with the actual report slideNOTE: THIS SLIDE IS THE FROM THE REPORTThis slide can be replaced with the actual report slide.How “Confidence in Leaders” fits with engagementThe success of your work group depends largely on the quality of its leaders throughout all levels of the organization. Leaders influence how faculty and staff perceive the unit/department as a whole and play a critical role in reinforcing strategies and goals. Effective leaders deliver key messages and share important information with employees in their group in a concise, relevant, and timely manner. Employees will have high levels of engagement when they understand the work group’s strategies and goals, and are confident that leaders are capable of achieving objectives.31
32SAMPLE Development Opportunities Key Metric: Commitment and DedicationDevelopment Opportunities<Chart content=Section13>Focus: Supporting employees in developing and achieving career objectivesSAMPLEThis slide can be replaced with the actual report slideNOTE: THIS SLIDE IS THE FROM THE REPORTThis slide can be replaced with the actual report slide.How “Development Opportunities” fit with engagementDevelopment is often cited in engagement research as one of the top drivers of engagement. Employee development includes the ongoing learning and development of skills and knowledge, including job mastery and professional development, coupled with career planning activities. To remain motivated and productive, employees need to grow in their jobs–and eventually perhaps even grow beyond them. Given the changing nature of work, employees may need encouragement and support in reviewing and assessing their goals and the activities that support those goals. Leaders are in a position to provide valuable career coaching and feedback to help employees reach their career objectives.Career planning and development clarifies the match between organizational and employee goals.Attention to career development helps attract and retain top talent.Development should be an integral part of the performance management process by identifying current and future development goals and making a plan to accomplish these.Development paths help align for the future of the organization.Opportunities for promotion and lateral moves contribute to an employee’s career satisfaction, motivation, and productivity.32
33SAMPLE Respect & Recognition Key Metric: Commitment and DedicationRespect & RecognitionFocus: Valuing employees and acknowledging their contributions<Chart content=Section14>SAMPLEThis slide can be replaced with the actual report slideNOTE: THIS SLIDE IS THE FROM THE REPORTThis slide can be replaced with the actual report slide.How “Respect and Recognition” fits with engagementFaculty and staff who feel respected in their workplace will show respect for their work and for the organization. The University invests in creating the conditions that make work meaningful and rewarding for employees. And employees, in return, respect their work environment, colleagues and the reputation of the University. Organizations that make a reciprocal commitment of respect will have faculty and staff who take a personal interest in organizational objectives.33
35SAMPLE Authority & Empowerment Key Metric: Effective EnvironmentAuthority & EmpowermentFocus: Encouraging employee autonomy and innovation to improve work<Chart content=Section7>SAMPLENOTE: THIS SLIDE IS THE FROM THE REPORTThese slides can be replaced with actual report slides.How “Authority and Empowerment” fit with engagementEmployees with appropriate autonomy and discretion to complete their work are better enabled to be more productive and effective. By managing how they work, employees are also more likely to find ways to fully use their skills and abilities leading to more input, innovation, and increased job satisfaction.This slide can be replaced with the actual report slide35
36SAMPLE Clear Expectations and Feedback <Chart content=Section8> Key Metric: Effective EnvironmentClear Expectations and Feedback<Chart content=Section8>Focus: Clarifying performance expectations and providing regular feedbackSAMPLENOTE: THIS SLIDE IS THE FROM THE REPORTThese slides can be replaced with actual report slides.How “Clear Expectations and Feedback” fit with engagementCommunicating expectations and giving feedback are two of the most important parts of a leader’s job. All employees need ongoing feedback on expectations and performance in order to continuously deliver high-quality services. Leaders who do this successfully improve the chances of high productivity and quality work for individuals, work groups, departments, colleges/units, and the University overall. Clarity regarding goals and priorities enables excellent performance by allowing employees to focus their efforts on essential tasks. Likewise, by continually “raising the bar,” ongoing monitoring and feedback regarding performance helps ensure that faculty and staff capabilities are optimally developed and used. This slide can be replaced with the actual report slide36
37Key Metric: Effective Environment CollaborationFocus: Supporting cooperation and sharing of ideas within and across work groups<Chart content=Section10>SAMPLENOTE: THIS SLIDE IS THE FROM THE REPORTThese slides can be replaced with actual report slides.How “Collaboration” fits with engagementGood cooperation and teamwork help units develop better ways to get work done and react faster to changing needs. Collaboration can also lead to better cross-unit work and to highlight the work of the University within an industry/discipline. Collaborative behavior is an important skill for leaders and work groups. One way successful organizations meet and exceed their goals is by optimizing cooperation across work groups that rely on each other, which in turn leads to:Heightened levels of morale and pride among faculty and staff, resulting from greater involvement.Increased efficiency by streamlining process steps and eliminating redundancies.More efficient and effective communication, both horizontally across work groups, and vertically up-and-down the organization.Better decision making through the sharing of internal best practices and experiences.Higher levels of service satisfaction (i.e., student, staff, faculty, external contacts, the public, industry leaders, etc.).This slide can be replaced with the actual report slide37
38SAMPLE Support and Resources Key Metric: Effective EnvironmentSupport and ResourcesFocus: Ensuring that employees have the skills, information and resources to do their job well<Chart content=Section15>SAMPLENOTE: THIS SLIDE IS THE FROM THE REPORTThese slides can be replaced with actual report slides.How “Support and Resources” fit with engagementEngaged employees who have the knowledge and resources to perform optimally are likely to meet the performance expectations and perform optimally. Commitment and discretionary effort offered by engaged employees can easily be squandered if leaders are not careful to provide them with the workplace support they need to be successful in their responsibilities.Employees can only perform at optimal levels if they have the necessary information, training, and resources (e.g., tools, technology, equipment, and supplies) required to do their jobs effectively. Employees require on-going training and development to effectively handle the changing nature of job expectations and work environments.Well-trained employees are more likely to have and use higher levels of skill in their jobs. They are also more likely to demonstrate enthusiasm and positive attitudes towards their work, and exhibit higher levels of commitment to the organization. In assessing the training and development needs within your area, take into consideration the skills employees need to help the organization achieve its objectives.This slide can be replaced with the actual report slide38
39SAMPLE Work, Structure, & Process Key Metric: Effective EnvironmentWork, Structure, & Process<Chart content=Section16>Focus: Promoting innovation and equitable distribution of workloadSAMPLEThis slide can be replaced with the actual report slideNOTE: THIS SLIDE IS THE FROM THE REPORTThese slides can be replaced with actual report slides.How “Work, Structure and Process” fit with engagementWe continue to be challenged to do more work with fewer resources. Operating efficiency not only ensures a productive workforce, but that our work environments run effectively, increase motivation and decrease frustration among faculty and staff. Employees closest to the work being performed often have the best ideas on how to improve work performance. Universities are increasingly competing for resources as well as faculty and staff effort and cannot afford to lose productivity due to inefficient processes. Tapping into employee feedback will have a positive impact on operating efficiencies, service, and employee satisfaction.39
41Action Planning Overview Action Planning Principles and ProcessesEngagement key next stepsPrioritizing opportunities with data interpretation and understanding common reactionsAction items, tools and resourcesDocumenting and tracking action plansSample action plansSharing resultsNOTE:After reviewing the action planning slides you will be knowledgeable about each of these key areas.
42Action Planning Principles Fully understand the results and underlying issues. Gather additional information until the context is clear or root causes are identified.Involve faculty and staff where appropriate. Faculty and staff can help leaders understand the underlying issues and opportunities and find appropriate solutions.Keep it simple by concentrating on one or two issue areas instead of tackling too many areas at once.NOTE:These principles help leaders to continue moving forward in taking action and avoid focusing on data interpretation and analysis beyond the point of developing insights that can be acted upon.
43Action Planning Principles, cont’d Focus on issues within your control. Spend time on those areas where you can have the most impact.Provide regular updates on progress. Ensure that faculty and staff know that changes are being made based on their survey feedback.
44Action Planning Principles, cont’d The most effective action plans are:Clear and specificLink to unit objectivesFocus on a manageable number of action priorities (1-3)Focus on action areas that can have an impactClearly assign accountabilityExisting action plans will only need to be refined to ensure they are relevant.
45Action Planning Process Criteria for selecting issues:The issue is widespread and/or is having a significant impactLeadership has the ability to improve the issueImprovement will likely result in more engaged faculty and staffEach issue is aligned with the college/unit’s mission and goalsInsights to gather:Driving force(s) behind the issues identifiedGroups affected by the issues (e.g., job level, tenure)Important considerations:Specific actions to be takenResources and support neededAssignment of accountabilitiesClear measures of successKey success factors:Ongoing support of those implementing action plansTracking of progress on implementation over timeSharing progress regularlyAnalyze survey resultsCollect faculty/staff feedback through team meetings, focus groupsUse Hay Group’s online action planning tool (Insight2Action)Track progress on a regular basis (monthly or quarterly)Identify the IssuesUnderstand ContextBuild Detailed Action PlanImplement the PlanNOTE:Here is an overview of the action planning process.
46Engagement Key Next Steps Review & Share Results January–MarchRefine Action Plans February–AprilImplement Action Plans April–JanuaryMeasure & Share ProgressMarch–SeptemberAll LeadersShare results with the unit/department; lead discussion of results to further understand possible areas for actionShare data with next-level leader if no report is available.Set expectations that all leaders share results with the unit/department including roll-up dataShare and refine current plans; if a plan does not exist, lead creation of an action plan for 1–2 actions to improve engagementSet expectations that all leaders take 1–2 actions to improve engagementEnsure that meaningful actions are taken and communicatedHold all leaders accountable for taking action and incorporate engagement in goal settingComparison on “percent favorable survey responses” for metrics and key drivers from 2013 (when available) to 2014Communicate and celebrate progress to-dateEncourage 2015 survey participationLocal HR Leads and HR StaffProvide consultation on individual leader report data when requestedProvide context for data with key issues, goals, and initiatives as neededProvide guidance where needed for individual leaders on action planningSupport leaders as requested with action planning and communicating progressImplement local communications plan for 2015 survey participationNOTE: THIS SLIDE IS THE FROM THE REPORT4646
47Engagement Key Next Steps, cont’d Review & Share Results January–MarchRefine Action Plans February–AprilImplement Action Plans April–JanuaryMeasure & Share ProgressMarch–SeptemberEmployee Relations ConsultantsProvide consultation on data in executive report in collaboration with HR LeadConsult as needed on data in the context of key issues, goals, and initiativesSupport units with HR Leads in developing Communities of Practice locally, with groups of leaders such as faculty groups, department chairs, and administratorsSupport HR Leads in executive-level action planningAdvise HR Leads as needed on local Communities of PracticeProvide units with communications to support 2015 survey participationLeadership & Talent Development ConsultantsCreate and roll out reports, deliver executive presentations and provide action-planning tools and resourcesConduct additional data analysis; provide information and guidance for using reports to better understand the data and inform action-planningProvide consultation as requested to senior leaders and OHR leads and Employee Relations ConsultantsIdentify enhancements/changes to the survey process for fall of 2015Implement system-wide 2015 survey promotion and administrationNOTE: THIS SLIDE IS THE FROM THE REPORT4747
48Key Accountabilities in Next Steps Everyone has a role to play in the action planning processKey accountabilitiesAll leadersCommunicate results; create and implement action plans in partnership with local HR as neededSupport managers and supervisors within span of control in also taking actionInvolve faculty and staff in the process and keep them well informedMonitor action planning efforts and hold managers accountable for taking actionFaculty and StaffProvide input into the action planning process including more detail around resultsParticipate in the implementation of action plansHuman ResourcesOHR consultation and collaboration are supporting local HR effortsShare best practices and identify common issues and solutionsAssist units in action planning to support engagement as requested
49Data Interpretation Considerations Are there key strengths or opportunities that catch your attention?Which of the 10 dimensions should get your focus and why?What survey item may be an additional area of focus or action planning?Consider the following in addition to the data:Consider qualitative data to deepen and connect the survey dataYour expectations based on your experience and knowledgeWhat steps would you recommend to gather further information and how might you go about this?NOTE:As leaders bridge from reviewing and interpreting the data to identifying areas for action, consider the following. These questions can be for self-reflection or used as a small-group activity.Consider primary observations and focus areas for the next steps of gathering more information for action planning.Other considerations:What’s is the overall story in the data?What strengths are helpful that we need to celebrate and maintain?What is our low hanging fruit? What actions would have an immediate impact?
50Range of Leader Reactions to Results Shock—“How can faculty/staff have the audacity to respond this way?”Anger—“We’ve spent a lot of time on this but no one sees it?”Resistance—“This can’t be! The data is invalid.”Acceptance—“OK...we really might have to address this.”Help—“What can we do to change?”Be aware of your response to the data and seek to work with others to find solutions.Leaders can unintentionally derail engagement through their own reactions to the data.NOTES: Feedback is not always easily received, and the idea for needed change can also be difficult, even for experienced leaders.Leaders can unintentionally derail engagement by letting their own reactions to the data lead them to avoid taking action or act negatively. Therefore, leaders should be aware of their own reaction to the data before sharing results with the direct reports and refining their action plan.Shock: Reactions may sound like: “I can’t believe this is from my group.” “We’ve worked hard on this issue.” “This is surprising.”Anger: Can also appear as denial. “You know we’ve spent a lot of time on this. My direct reports and I have focused on this for quite some time and we’ve spent money fixing this. How could they not see what we’ve done already. They’re very unappreciative.”Resistance: Rejection, avoidance, or defensiveness. “This can’t be my data. Some other functions or business unit must be included in this.” “Our results are strong, so we don’t need to take action.” “This data is not statistically valid.”Acceptance: “I don’t like this data, but I guess faculty and staff told us what they really think.”Help: “What can we do to change?” “Where can we go for help?”It is most beneficial when leaders at the point of seeking help when sharing the data with their direct reports. This can prevent the data being presented in a way that may appear defensive and ensure the leader is open to hearing possible ideas for action and potential solutions.
51Personal Power—What can I do? Ask your supervisor, manager, or leaders about your group’s survey results.Offer to participate in action planning (focus groups, employee-led workgroups, etc.)Support taking action on engagement survey results to foster a positive culture.Check out the engagement web page resources.Ask leadership about action plans.Give your feedback in the next survey.NOTE: Individuals, including individual contributors and leaders who do not receive a report, still have a role to play in being engaged and helping to create a climate that supports themselves and others in supporting engagement at the U.
53Helpful Tools & Resources Review & Share Results January–MarchRefineAction Plans February–AprilImplement Action Plans April–JanuaryMeasure & Share ProgressMarch–SeptemberTechnology- Based Support for All LeadersInsight2Action (I2A) website (Hay Group)*“Interpreting your Engagement Survey Report Quick Course” (ULearn) and customizable PowerPointE2 website action ideas and resource library (www.umn.edu/ohr/training/e2/consulting/index.html)Track action plan implementation on the I2A website (optional)Comparison on “percent favorable survey responses” for metrics and key drivers from 2013 when available to 2014Communications Toolkit on the E2 websiteAll University of Minnesota EmployeesEngage in survey data sharing and ask your supervisor about your unit/team reportEngage in action planning with support of E2 website action ideas and resource library (www.umn.edu/ohr/training/e2/consulting/index.html)Support action plan implementation with resources on the E2 website action ideas and resource library (www.umn.edu/ohr/training/e2/consulting/index.html)Inquire about progress on action planning and stay up-to-date on employee engagement communicationsNOTE: THIS SLIDE IS FROM THE REPORTThe E2 website is a helpful resource for tools and guides to help along each step of the process from sharing survey results to measuring and sharing progress in the implementation of action plans. These resources can be helpful to all leaders regardless of whether they were able to receive a survey data report.All staff and faculty play a role in supporting the engagement process from completing the survey to inquiring about survey results and progress on action plan implementation.*Leaders will receive a report, and access to the Insight2Action website, if they have 10 faculty or 10 staff members who completed the 2014 surveys.53
54How to Use Insight2Action (I2A) to Document Actions and Track Progress
55Insight2Action Website NOTE: The Insight2Action site link will be provided to leaders who have 10 or more faculty and/or staff who completed their respective survey.The I2A site provides several functions for supervisors/managers/leaders, including:Download the reportShare resultsCreate or refine action plans using a library of pre-loaded actionsTrack results and share progress
56Possible Faculty Action Plan Development Opportunities My department offers effective mentoring and coaching to support my development.Leader considerations: How can we leverage internal skills to help mentor and coach faculty?Information to gather: How could mentoring and coaching assist your professional development?Possible Action Plans: Support a faculty work group in suggesting resources and a process for a pilot mentoring program. Document results and adjust as needed.NOTE:This is an example of an action plan developed for faculty around Development Opportunities to demonstrate how the resources (key questions for leaders and employee around each dimension) can be used and to share an idea of how more information can be gathered to inform the action plan.A comprehensive and robust set of action planning tools are available on the Insight2Action (I2A) website from Hay Group, which is available to leaders with 10 faculty and/or staff who completed the respective survey. These same resources are available online in the action ideas and resource library (www.umn.edu/ohr/training/e2/consulting/index.html)56
57Possible Staff Action Plan Clear Expectations and Feedback My manager/supervisor provides clear and regular feedback on how well I do my work.Leader considerations: How are performance expectations communicated to staff? How clear and specific are these expectations? How often are these discussions occurring?Information to gather: How do you ask leaders for feedback and guidance on job performance, especially when you encounter challenges?Possible Action Plans: Ensure performance goals define criteria for minimum, acceptable, and superior performance. Have solid feedback processes and monitor results.NOTE:This is an example of an action plan developed for staff around Clear Expectations and Feedback to demonstrate how the resources (key questions for leaders and employees around each dimension) can be used and to provide ideas on how more information can be gathered to inform the action plan.A comprehensive and robust set of action planning tools are available on the Insight2Action (I2A) website from Hay Group, which is available to leaders with 10 faculty and/or staff who completed the respective survey. These same resources are available online in the action ideas and resource library (www.umn.edu/ohr/training/e2/consulting/index.html)57
58Communicating and Sharing Best Practices The top communication priority is to share results within the college/unitEncourage leaders to document and track action plans in the Hay Group’s I2A system or another systemEncourage partnerships with local communications teams to promote actions taken as a result of survey feedbackIdentify if a local Community of Practice would be helpful to support action planning and best practicesNOTE:The key to successfully impacting engagement is sharing updates throughout the process of action plan development or refinement, and implementation.If it is not clear which actions have been taken and that those actions were a direct result of the survey feedback, the trust hasn’t been built in the survey process as a vehicle for increasing engagement through feedback.This slide contains tips to keep the engagement process visible for all faculty and staff. Additional communications resources include:Information on Communities of Practice on slide 47.A Communications Toolkit is available online from the Office of Human Resources which contains key messages, sample templates for communications, and frequently asked questions.
59Review: The Three Most Important Things About Employee Engagement A survey alone does not create positive change. Only involving leaders, faculty, and staff in responding to survey results can create positive change in the work environment.Share your results. Disengagement begins when people who take time to respond to a survey don’t hear their results from their leaders.Take action. A few small, simple actions can have a large impact. Be certain to let faculty and staff know when actions were taken based on their survey feedback.NOTE:As a reminder, you can make significant impact by:Communicating your focus and support in the follow-up process.Planning and implementing concrete actions based on the results with faculty and staff.Monitoring the progress of your actions, making adjustments as necessary, and communicating regularly about progress.