Westat University of Wisconsin J. Koppich & Associates AIR Synergy Enterprises Tony Milanowski, Westat Sara Kramer, University of Wisconsin-Madison NEFEC/Gilchrist HCM Systems Technical Assistance Meeting November 20, 2013 Creating Coherent & Strategic Human Capital Management Systems

2 Overview 1. Strategic Human Capital Management 2. Assessing the Alignment of Human Capital Management Practices 3. HCM Metrics & HC Analytics 4. Alignment Assessment Exercise

3 TIF 4 is About Improving Human Capital Management for Educators TIF 4 requirements ▪ District-wide human capital management system (HCMS)with evaluation system at the center ▪ Evaluation results used to inform HCM decisions Starting with compensation & professional development Building out to use of evaluation results for decisions about recruitment, assignment, tenure, promotion, layoff ▪ Evaluation system should reflect the district vision for instructional improvement (i.e., the key competencies and behaviors of effective teaching that produce high levels of student achievement) TIF provides an opportunity to build a HCMS that is both strategic and coherent

4 What is a coherent & strategic HCM system? A set of policies & practices that work together to attract, develop, motivate, and retain people who have the competencies needed to achieve the organization’s goals. ▪ The system is strategic when the HCM practices focus on the competencies that contribute most to organizational performance ▪ The system is coherent when the practices work together

5 What is a competency? A knowledge, ability, skill, or behavior that contributes to effectiveness Examples for Teachers: ▪ Understands state content standards ▪ Establishes a classroom culture conducive to learning ▪ Uses discussion techniques that engage students ▪ Communicates with families The list of key competencies that drive performance is often called a competency model

6 Why is a coherent HCM system desirable? Mutual support from other practices improve the chance of initiatives (like performance-based compensation) surviving Sends the same message about what is important and the messages sent are about what is important Research in other sectors suggests that multiple complimentary practices are more effective than implementing a few best practices in isolation

HCM Strategic Coherence Framework LEA Goals for Improved Student Learning LEA Strategies for Improving Student Learning Educator Roles in Implementing Strategies What Educators Need to Know & Be Able to Do (Competencies) Design & Execution of HCM Policies & Programs at LEA & School Level Recruitment Selection Assignment/Deployment Induction/Mentoring Performance Management Professional Development Compensation Tenure/Termination/Layoff HCM Outcomes Acquisition/Deployment Development Motivation Retention

8 Steps to Strategic Coherence Identify competencies Examine whether individual HCM practices support the competencies (vertical alignment) Examine whether the practices support one another (horizontal alignment) Identify & implement changes that would improve alignment Define & track key HCM outcomes to ensure redesigned practices are supporting attraction, development, motivation, & retention of educators with the competencies

9 Vertical Alignment The degree to which the content of a HCM practice focuses on, supports, and communicates the desired competencies. Examples: ▪ Does the performance evaluation system measure the competencies? ▪ Are recruitment efforts to fill teacher vacancies aimed at those sources (TPP’s, other districts) that have been shown to provide candidates with higher levels of the competencies ?

10 Horizontal Alignment The degree to which HCM practices are mutually supportive & reinforcing Key TIF 4 examples involve use of evaluation: ▪ Educator evaluation ratings used in making decisions about performance-based compensation ▪ Information from educator evaluation systems used to identify educators’ PD needs

11 More Examples of Horizontal Alignment of Evaluation Use of evaluation results to: ▪ Plan school or district PD offerings ▪ Evaluate the success of PD interventions ▪ Identify sources of potentially high performing recruits ▪ Determine eligibility for transfers/promotions (e.g., to teacher leader roles) ▪ Make decisions on tenure/probation ▪ Make retention/layoff decisions

12 HR Alignment for Teachers Student Achievement Goals Instructional Strategies & Practices Teacher Competencies Human Capital Management Practices RecruitmentSelection Induction &MentoringProfessionalDevelopment Compensation PerformanceManagementTenure LayoffTermination Assignment/Deployment

13 A Note about Performance Management Not just a fancy term for performance evaluation Meant to emphasize ongoing, active role of both parties in: ▪ Setting performance goals ▪ Assessing performance, including formative assessment ▪ Seeking and providing feedback ▪ Seeking and providing performance-enhancing resources ▪ Making a summative evaluation based on evidence ▪ Setting new goals and beginning the cycle again

14 Human Capital Management System Alignment Assessment The starting point for building a strategic and coherent HCM system A systematic process for determining the degree of alignment of HCM practices and decisions with performance competencies, and developing recommendations for improvement.

15 HCM Alignment Assessment Process Select focal educator group (e.g., teachers, principals) Form study team Identify competencies Develop knowledge of HCM practices Assess vertical alignment Assess horizontal alignment Brainstorm ideas for improving alignment Prioritize & recommend changes

16 HCM Alignment Assessment Process Best done by a cross-functional team from within a district Requires learning about and analyzing the content of HCM practices ▪ E.g., how do we actually recruit teachers? Can make use of guiding questions we will share with you later Could take 3-6 months, depending on team member time availability

17 Developing Human Capital Metrics The next step: tracking how well HCM system changes are improving alignment and working to attract, develop, motivate, and retain educators with the competencies Allows construction of HCM ‘dashboards’ that can summarize the state of your human capital Sets the stage for ‘data-driven’ HCM decision making

Potential Metrics for Recruitment / Selection Alignment Metrics Percent of applicants who say they were made aware of the competencies and performance expectations prior to the final interview Percent of applicants recruited from high potential sources Effectiveness Metrics Percent of supervisors who report they are satisfied with the quality of candidates they interviewed Mentors’ initial ratings of new hires’ competencies

19 HR Analytics Using metrics and continuous improvement tools to solve HCM problems that limit ability to implement strategies & reach goals ▪ Metrics provide a starting point for tracking the efficiency & effectiveness of practices ▪ Working backward: what is the causal chain that influences the metric? How can we nudge the number up? ▪ Working forward: how (much) does influencing this metric contribute to achieving our performance goals? Which HCM practices pay off the most?

20 Examples of HR Analytic Studies ▪ What are the causes of avoidable turnover of high performers? ▪ If we lower turnover how much do we save in hiring & induction costs and how much is achievement likely to improve? ▪ How can we improve administrators’ ability & willingness to give teachers credible & useful performance feedback? ▪ How much does teacher performance change when principals’ feedback improves?

21 More on HCM Systems & Alignment Case study: You’ll Never be Better Than Your Teachers: The Garden Grove Approach to Human Capital Development ollaborative_Garden_Grove.pdf Strategic Management of Human Capital in Education case studies