Human Resources Reform for the IHS

Transcription

1 Human Resources Reform for the IHS Michael Weahkee, Deputy Director for Personnel Functions, OMS, IHS Geri Fox, Director Northern Plains Regional HR Office/Acting Deputy Director, DHR, OMS, IHS Janelle Langland, Lead HR Specialist (Information Systems), Division of Human Resources, OMS, IHS 1

2 Human Resources Reform for the IHS Learning Objectives: Understand the 80 day hiring model, and the steps that fall in and out of the 80 day timeframe. Understand the specific responsibilities of managers and the tools available to them. Learn how to develop competency-based job analyses and assessments. Understand the role of a QRB and how it improves the quality of the candidates referred to the manager 2

3 HR Reform A Conceptual New Way of Doing Business The work needed by the Agency should drive the HR process, not the PDs available or the systems we use Managers/supervisors integral in determining the work needed by the Agency 3

4 Improving the IHS Recruitment and Hiring Process 4

5 President Obama s Hiring Reform memo: b) managers and supervisors are responsible for being: (1) more fully involved in the hiring process, including planning current and future workforce requirements, identifying the skills required for the job, and engaging actively in the recruitment and, when applicable, the interviewing process; and, (2) accountable for recruiting and hiring highly qualified employees and supporting their successful transition into Federal service, beginning with the first performance review cycle starting after November 1, 2010; 5

6 By November 1, 2010 Departments/Agencies will Eliminate the requirement for answers to written essay-style questions (KSAs) Allow individuals to apply with resume and cover letters Use Category Rating Ensure manager responsibility and accountability for hiring Improve quality and speed of hiring Notify applicants about their status Conduct action planning 6

7 E2E Hiring Roadmap Workforce Planning Hiring process 7

8 Hiring process meets technology Develop/ Identify Assessment Tools Strategic Recruitment Discussion 8

9 Overall IHS Reform Many efforts to change and improve the IHS are underway. For example: Improvements to shorten timelines in the hiring process, which will help IHS in its efforts to recruit and hire well-qualified staff. Improvements in the performance management process throughout IHS, by revising performance measures to include more specific, measurable goals that will hold managers accountable for achieving progress on agency priorities. 9

10 Workforce Planning Identifying the staff needed to meet the agency s mission and goals. Align the staffing needs with budget decisions to meet program objectives. Ownership: Managers with assistance from the Human Resources Office 10

11 Workforce Planning and the Link to the Hiring Process Review Manager Responsibilities in Hiring Reform. Background & Context for a Job Analysis IHS Assessment Strategy. Steps in Developing the Job Analysis and the Assessment Questionnaire 11

12 The Uniform Guidelines 29 CFR 1607 Content Validity: The strategy of choice is job analysis / Reliance on SME s Standards for demonstrating content validity Behaviors in the assessment = representative sample of the behaviors in the job OR Assessment covers a representative sample of products 12

13 Job Analysis Definition: A job analysis identifies the competencies/ksas directly related to performance on the job. It is a systematic procedure for gathering, documenting, and analyzing information about the content, context, and requirements of the job. 13

14 Competency Knowledge Skill Ability 14

15 Experience, Education, Training How close does the applicant s experience, education, training resemble the job? Are the necessary competencies evident? Do not require exact matches; similarities are creditable when the necessary competencies are evident. 15

16 USA Staffing Assessments The weighted questions are intended to be efficient and easy to use. These do not replace the HRS or a well constructed job analysis Results are dependent on their use with sound examining principles, methods and techniques They are not a great way to assess soft skills 16

17 Job Analysis techniques - review 1. Simplified job analysis procedures 2. Conventions for questions that differentiate applicants 3. Balancing the questions to cover a representative sample of the job duties 4. Applying adequate weights that will identify the BQ candidates Eliminate any of these and the quality of results are placed at risk. 17

18 IHS Assessment Strategy Options for assessments Option 1: Use standard assessment Option 2: Create new assessment 18

19 Review Current Assessment Use current assessment Position announced Option 1 19

20 New Assessment Region crafts & completes QA Region submits to other Regions DHR reviews Regions incorporate changes submits to DHR Upload or Return Assessment available & position posted Option 2 20

21 Job Analysis process Step 1 a Determine Major Duties of the Job Step 1 b Search for SPD or Develop a new PD Step 2 Step 3 Identify Competencies & KSAs Step 4 & 5 Link Duties and Competencies and select questions Step 6 If SME Developed JA, Obtain Selecting Official and Second Level Supervisor Approval Step 7 Review final product with HR 21

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24 Step 1 a. Determine Major Duties Determine major duties and/or tasks to be performed for a specific job. 25% of the time Plans, develops, and implements public health programs in collaboration with local, state, other Federal and/or international governments and various public, non-profit, and private and health-related organizations. (25%) 24

25 Step 1 b. SPD, Existing PD or New PD? Search for a standard PD from the library or Develop a new PD if a job is newly created, or related functions have been recently reorganized. 25

26 Step 2 Review & gather Qualification Standards for the Job Series & the Grade Other assessments Subject Matter Experts Occupational Studies 26

27 Step 3 - Identify the competencies & KSAs Knowledge Competency Ability Skill 27

28 Competency Title and Definition Source Importance Need at Entry 1. Technical Competency: Uses knowledge that is acquired through formal training or extensive on-the-job experience to perform one s job; works with, understands, and evaluates technical information related to the job; advises others on technical issues. Position Descrip tion, other SME Distinguish ing Value Overall Score Planning and Evaluation: Organizes work, sets priorities, determines resource requirements; determines short- or or parts of the organization; monitors progress, evaluates outcomes. long-term goals and strategies to achieve them; coordinates with other organizations. Position Descrip tion, other SME Oral Communication: Expresses information (for example, ideas or facts) to individuals or groups effectively, taking into account the audience and nature of the information (for example, technical, sensitive, controversial); makes clear and convincing oral presentations; listens to others, attends to nonverbal cues, and responds appropriately. 4. Information Management: Identifies a need for and knows where and how to gather information; organizes and maintains information or information management systems. Position Descrip tion, other SME Position Descrip tion, other SME

29 IHS guideline on competencies Select 4-8 competencies per assessment Choose 4-10 questions per competency Technical Competency Planning and Evaluation Oral Communication Information Management 29

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31 Step 4 Link the major duties/tasks & competencies Linkages Competencies from Section 3 Tasks from Section 2 1. Technical 2. Planning 3. Oral 4. Competency and Communication Information Evaluation Management 1. Develops, monitors, implements and evaluates YES YES YES YES complex public health programs. 2. Serves as a principal advisor in developing and YES YES YES YES formulating short and long range public health program goals, objectives and policies. Develops and applies new or revised program methods, organizational structures and technologies to carry out program objectives. 3. Presents comprehensive program reviews to YES YES YES YES include recommendations on curtailing or expanding programs and program effectiveness. Coordinates high level, collaborative projects with other internal and /or external organizations to meet broad agency goals. Collects and compiles qualitative and quantitative information and data for use in program decisions. 4. Inventories, tracks, summarizes, and YES YES YES YES disseminates public information and progress reports. 31

32 Step 5 Questions should be: Factual Objective Consistent with the grade level of the job, Understandable by the targeted applicant pool The answers will be readily verifiable from the resume, narrative responses and by supervisory reference checks. 32

33 Writing a great question Does what For What Purpose & outcome Using what tool Great Question 33

34 Avoid Adjectives/statements that are subjective develops accurate data works effectively in teams completes work on a timely basis Statements that contain multiple tasks Reviews, analyzes and documents Classifies data, determines debit and credit entries and resolves errors in transactions 34

35 Step 5 Select assessment questions 3. Review public health study results in a community based approach to improve the overall health care system for underserved populations. 4. Evaluate the outcomes of a project and use the data collected to implement an improvement to the health care system. 5. Uses logic models for evaluation framework for complex public health program at the National level. 6. Select the statement(s) that reflect your participation in evaluation activities. A. I do not possess the training/experience outlined below. B. I have participated in the design of evaluation activities C. I have participated in the implementation of evaluation activities. D. I have participated in the analysis of evaluation findings. E. I have participated in sharing the evaluation findings beyond the sites involved in the collaborative including but not limited to department, agency, others who may be interested in the results. 35

36 Step 5 Select questions (GD) FACTOR: Technical Competency INSTRUCTIONS: For each task in the following groups, choose the statement from the list below that best describes your experience and/or training. A- I have not had education, training or experience in performing this task. B- I have had education or training in performing the task, but have not yet performed it on the job. C- I have performed this task on the job. My work on this task was monitored closely by a supervisor or senior employee to ensure compliance with proper procedures. D- I have performed this task as a regular part of a job. I have performed it independently and normally without review by a supervisor or senior employee. E- I am considered an expert in performing this task. I have supervised performance of this task or am normally the person who is consulted by other workers to assist them in doing this task because of my expertise. 36

37 Step 6 Clearance Process If an SME team developed the job analysis, then obtain clearance of both the selecting official, and a second level manager. 37

38 Step 7 Conduct one final review Do these questions help identify a highly skilled applicant? Have the questions you selected assess all the competencies you determined were important in Step 3? When assessment is reviewed collectively, do the items/questions you selected adequately capture the most important competencies required to successfully perform in the job? 38

39 Review Learning Objectives Understand the 80 day hiring model, and the steps that fall in and out of the 80 day timeframe. Understand the specific responsibilities of managers and the tools available to them. Learn how to develop competency-based job analyses and assessments. Understand the role of a QRB and how it improves the quality of the candidates referred to the manager 39

40 Where to Get More Information IHS Hiring Toolkit: ingtools/default.aspx 40