Unit Leadership Training: Communicating Results and Action Planning

Unit Leadership Training: Communicating Results and Action Planning
Yale University Workplace Pilot Survey This document is incomplete without the accompanying discussion; it is confidential and intended solely for the information and benefit of the immediate recipient hereof.

Summary of the Yale Pilot Group Findings
Agenda Presentation Title Introduction The Survey Process Summary of the Yale Pilot Group Findings Navigating Your Data Reports and Beginning to Look at Your Data Lunch Introducing the Reporting Template and Building Your Story Planning for Action Tools to Help You Prepare for Action Planning Questions and Answers Monday, April 17, 2017

Presentation Title I. Introduction Monday, April 17, 2017

Purpose and Objectives
Presentation Title Purpose and Objectives In October 2004 Yale University conducted a pilot workplace survey to gather employee views on what is working well and what could be better Results have been delivered to Heads of participating units Survey Project Team Survey Advisory Group Initiative Steering Committee Local 34 E-Board Some subunit leaders Now the focus is on communication and action planning at a Departmental level Monday, April 17, 2017 Continued…

Purpose and Objectives (cont’d)
Presentation Title The objectives of today are to: Review your department’s data Help you interpret your findings Help you prepare to present your findings Help you determine the appropriate action planning and priority setting process To support you in these efforts, we’ll be using the following materials today: This presentation that contains guidelines and tips The “Manager’s Template…” for you to create a presentation about your departments results Your Department’s Data Report Disseminating the survey findings to employees in participating units is critical to turning the data into action; your role is one of the main ways we will achieve this Monday, April 17, 2017

Presentation Title II. The Survey Process Monday, April 17, 2017

The rationale for the survey
Presentation Title Yale does not generally have problems attracting and retaining employees. However, the University was uncertain about the level of employee engagement and job satisfaction. Yale believes that these issues are critically linked to improving the performance of Yale’s workforce. Yale retained Towers Perrin to conduct a survey to understand these issues in more depth. Monday, April 17, 2017

III. Summary of the Yale Pilot Group Findings
Presentation Title III. Summary of the Yale Pilot Group Findings Monday, April 17, 2017

Interpretation Guidelines Highlights of the Data
The following section contains a high level summary of the key findings from the Yale Pilot Presentation Title Overview of the Sample Interpretation Guidelines Highlights of the Data Detailed Findings: The Story Engagement Unit Effectiveness Work Processes Decision Making Ability to do the job Accountability Supervisory Effectiveness Pay/Benefits Programs/Policies Diversity/Fairness Future Confidence Need for Change Conclusions and Next Steps Monday, April 17, 2017

Overall the survey had a response rate of 56%
Sample Overview This survey was administered as a pilot to a portion of the workforce (F&A, Development, Libraries, Drama School, and ITS-Med). Yale intends to roll-out the survey to the rest of the University in March 2005. 56% of employees in the Yale Pilot group participated – which means results can be considered statistically valid The survey was administered from October 18 to 29, 2004 Responses were: Online surveys: 1491 Paper surveys: 198 Total surveys submitted: 1689 455 employees included a written response to the open-ended question (Representative examples of these are inserted throughout the presentation and are identified by italic type.) Overall, the results have a margin of error of +/- 1.5 percentage points Essentially, this means if we were to administer the survey again to the same respondent group, we are 95% confident that results would be within 1.5% of these results

Units in the Pilot Sample Overview

Demographics of Survey Respondents by Gender
Sample Overview Demographics of Survey Respondents by Gender 56% 51% 49% 44% Gender

Tenure at Yale of Survey Respondents
Presentation Title Sample Overview 0-5 years 21+ years 6-10 years 11-20 years Monday, April 17, 2017 Years of Service

Survey Responses by Race
Sample Overview 78% 68% 4% 3% 25% 2% 2% 2% 2% 13% 1% 0% 0% 0% Race

Survey Responses by Job Category
Sample Overview 56% 41 % 33% 28% 25% 10% 3% 1% 1% 0% 0% 2% Job Category

Survey Responses by Campus Location
Presentation Title Sample Overview Off-Campus (e.g. VA) 2% Entire Campus 5% Monday, April 17, 2017 Location

Somewhat for the Better
For ease of interpretation, we have collapsed survey scores into three categories: Agree, Neutral, Disagree Presentation Title Interpretation Guidelines Consistent with standard practice, the five-point scale was collapsed into a three-point scale (Agree, Neutral, and Disagree); this three-part scale is used in the graphs and in the data table reports in the appendix. In some cases, we may refer to responses as favorable (% agree) or unfavorable (% disagree). We also collapsed other five-point scale responses. The following table summarizes: Agree Neutral Disagree % Agree/Better % Neutral/Same % Disagree/Worse Strongly Agree 5 Agree 4 Neutral 3 Disagree 2 Strongly Disagree 1 For the Better Somewhat for the Better Staying the Same Somewhat for the Worse For the Worse Better Somewhat Better About the Same Somewhat Worse Worse Monday, April 17, 2017

Data collected and analyzed through 1st Quarter 2004
Where appropriate, we have compared Yale results to Towers Perrin benchmark data Presentation Title Interpretation Guidelines Comparisons can be made for survey items contained in two of Towers Perrin’s databases, noted by the following symbols: Towers Perrin’s Talent Management Database (Higher-Education industry cut): Responses of employees from US higher-education organizations who participated in our normative research on factors (like engagement) that define the work experience in North America (“E” refers to education benchmark) Part of an overall sample of employees of midsize and large organizations in North America Data collected and analyzed through 1st Quarter 2004 Towers Perrin’s Client Database: Contains data from employees who represent a variety of industries and employee demographics (“O” refers to overall benchmark) All data in the Towers Perrin Client Database is less than three years old The comparative data (“benchmarks”) represent an average percentage of employees responding favorably to those selected questions and is shown as: E O Monday, April 17, 2017 O = XX% E = XX%

This survey tells us that respondents in the Pilot group …
Presentation Title Employees are engaged and value many aspects of the University’s programs and work environment Highlights of the Data This survey tells us that respondents in the Pilot group … Are engaged -- they find their work challenging and interesting; they would recommend Yale as a good place to work Understand how the work they do contributes to the overall goals and objectives of the University Believe they provide customers with high-quality service and treat the people they serve with dignity and respect Feel that they have the tools and training to get their job done during the day in a high-quality way Feel their supervisors are good resources for work-related questions and encourage them to make suggestions Value the competitiveness of their benefits, especially paid-time off, health care and retirement plans Are positive about the programs and policies of the University Agree that offensive behaviors are not tolerated and that they are treated fairly Monday, April 17, 2017

Employees were less positive that…
Employees are less confident that Yale views them as integral to the success of the University Highlights of the Data Summary Employees were less positive that… Yale views them as an essential part of the University’s long-term success Yale has a sincere interest in the satisfaction and well-being of its employees Departments work effectively together Employees take responsibilities for their actions and “don’t pass the buck” They are encouraged to seek new and smarter ways of working There are enough staff in their unit to meet the needs of the people they serve Supervisors provide advice on how to advance their career and give frequent informal feedback

Many are confident in the future, but opinions do vary
While some believe things are changing for the better, or staying the same, almost all respondents agree there is a need for improvement and change Presentation Title Highlights of the Data Summary Many are confident in the future, but opinions do vary The majority feel that Yale overall and labor relations are changing for the better, however, more than one in three report labor relations are staying the same Some are unsure about the decisions made by senior leadership yet many praise the new leadership and have renewed hope. As one employee told us, “there are many positive changes occurring which we hope will have long-lasting impact on the University.” What is clear, with opinions consistent across all groups, is that employees believe Processes and systems must continually improve Cooperation between union leadership and management is critical There is need for change at Yale Monday, April 17, 2017

Respondents are engaged and believe their work units are effective
Summary of Indexes Highlights of the Data The following chart summarizes Pilot respondents’ views on various aspects of working at Yale Clearly, almost all Pilot respondents strongly agree that there is need for change at Yale Respondents are engaged and believe their work units are effective However, less agree that employees are held accountable

Detailed Findings: The Story
Presentation Title Detailed Findings: The Story Engagement Unit Effectiveness Work Processes Decision Making Ability to do the job Accountability Supervisory Effectiveness Pay/Benefits Programs/Policies Diversity/Fairness Future Confidence Need for Change Monday, April 17, 2017

Presentation Title Yale Pilot respondents are engaged and given the right opportunities, would like to spend their career at Yale Engagement Interestingly, less than half of respondents feel that Yale views them as part of the University’s long-term success 18. Given the right opportunities, I would like to spend my career at Yale. 19. I would recommend Yale as a good place to work. E E = 70% 20. My work is challenging and interesting. E E = 62% Monday, April 17, 2017 21. My job provides me with a sense of personal accomplishment. E E = 73% 22. During my employment at Yale, I have been treated fairly. O O = 74% E 23. Yale inspires me to do my best work. E = 51% 24. I feel that Yale views me as an essential part of Yale's long-term success. Agree Neutral Disagree

Engagement levels are fairly consistent across Departments…
Presentation Title Engagement Note that some of the questions around inspiration set an ambitious standard for the organization Employees told us…. Having spent several years in the corporate world, in my opinion, Yale is absolutely the best place to work. It’s the best, based on its job security and benefits package. The time off for recess in November and December is an unbelievable perk. I've been at Yale for 25 years and I feel it is a great place to work. Yale Overall Mean = 3.8 Monday, April 17, 2017 Highly Engaged Less Engaged Note: Throughout this presentation bar charts are shown which reflect mean scores of the units that participated in the Pilot.

My supervisor motivates me to do my best (Q45, 64%fav)
All in all, engagement levels are most influenced by beliefs and supervisors Engagement Engagement levels can be maintained or improved if employees believe that Yale has a sincere interest in the satisfaction and well-being of its employees (Q17, 44%fav) My supervisor motivates me to do my best (Q45, 64%fav) I have the appropriate amount of decision-making authority for my level (Q9, 69%fav)

Presentation Title Respondents, on the whole, feel that unit effectiveness is strong, especially in delivering high-quality customer service Unit Effectiveness Many disagree, or are neutral that their unit is successful at eliminating bureaucracy and waste 53. In my unit, we provide our customers (faculty, students, patients, staff, etc.) with high-quality service. E E = 61% 54. In my unit, we deliver customer service with a sense of urgency. 55. Within my unit, there is a sense of teamwork. E Monday, April 17, 2017 E = 66% 56. Staff in my unit are good at sharing helpful job-related information across the University. 57. As they do their work, employees in my unit pay attention to costs and expenses. 58. My unit has been successful at eliminating unnecessary bureaucracy and waste. O O = 27% Agree Neutral Disagree

Respondent views on unit effectiveness vary significantly by work group
Presentation Title Unit Effectiveness While engagement levels are fairly consistent across units, employee opinions about unit effectiveness vary more The biggest driver of respondent perceptions of unit effectiveness is if work-related conflicts and disagreements are managed openly and constructively in my unit (Q51, 50%fav) Yale Overall Mean = 3.8 Monday, April 17, 2017 Highly Effective Less Effective

Q65. Departments at Yale work together effectively and cooperate.
When it comes to inter-unit cooperation, respondents feel there is significant room for improvement Inter- Unit Effectiveness Q65. Departments at Yale work together effectively and cooperate. Department A Pilot Overall Department B Department C Department D Department E Opinions on Q65. are most influenced by whether someone believes employees take responsibility and “don’t pass the buck.” Note the large number of employees who are neutral or unfavorable in many areas – clearly there is the potential for improvement in this area Agree Neutral Disagree

M&P’s had a mean score of 3.9; Faculty 3.9; C&T 3.7.
Presentation Title Respondents understand how they contribute to the goals and objectives of the University, but fewer feel encouraged or empowered to change the way work is done Work Processes Employee opinions about being able to change the way work is done (Q60) vary by group S&M employees were one of the most unfavorable groups overall (mean=3.3). M&P’s had a mean score of 3.9; Faculty 3.9; C&T 3.7. Monday, April 17, 2017 59. I understand how the work I do contributes to the overall goals and objectives of the University. E E = 81% 60. I can change the way work is done in order to improve the processes in my unit. E E = 70% E 61. Yale encourages employees to seek new and smarter ways (e.g. faster, better, more cost efficient) of working. E = 54% Agree Neutral Disagree

Certain areas don’t feel there is the opportunity to change the way things are done
Presentation Title Work Processes Many employees told us they try to make suggestions, but don’t feel they are seriously considered or wanted… I have been treated like a clerk by a succession of supervisors at Yale. My comments and suggestions on projects on which I work are unwanted. We are verbally encouraged to seek help or advice for work issues but when we do, our questions and suggestions are either ignored, or generate negative repercussions. Not surprisingly, fostering encouragement and accountability can drive respondent perceptions about work processes Yale Overall Mean = 3.8 Monday, April 17, 2017 Highly Effective Less Effective

Presentation Title Most employees feel they have the appropriate amount of decision making authority, but fewer agree they can make “thoughtful but risky” decisions Decision Making Decision-Making Index: Employees beliefs that they can make appropriate decisions for their level and can make thoughtful but risky decisions, without fear of retribution 9. I have the appropriate amount of decision-making authority for my level. E E = 70% 10. When appropriate, I can make thoughtful but risky decisions without fear of retribution. O O = 37% Monday, April 17, 2017 Agree Neutral Disagree

The Decision Making Index varies dramatically by Department
Presentation Title The Decision Making Index varies dramatically by Department Decision Making In order to maintain or improve employee opinions about decision-making, Yale should ensure that employees believe: They are encouraged to make suggestions (Q40, 72%fav) They can change the way work is done in order to improve the processes in their unit (Q60, 68%) Yale views them as an essential part of Yale's long-term success (Q24, 44%fav) Yale Overall Mean = 3.5 Monday, April 17, 2017 Highly Effective Less Effective

Presentation Title Respondents feel they can get their work done in a high-quality way during the course of the day, but many report there are not enough staff in their unit Ability to do the Job On Q4, having enough staff to meet the needs of people we serve, several units had more than 50% unfavorable Generally, respondents feel that they have the tools, equipment and training to do their job effectively 1. During the course of the day, I can get my work done in a high-quality way. Monday, April 17, 2017 2. I have the tools and/or equipment to do my job in a high-quality way. E E = 59% 3. I have received the training I need to do my job effectively. E E = 53% 4. There are enough staff in my unit to meet the needs of the people we serve. Agree Neutral Disagree

Presentation Title Some departments have scores well below the mean on the Ability to do the Job Index Ability to do the Job Ability to do the job Employees told us…. Work load is not shared equally. Added responsibility and major cost savings do not provide for added staffing to maintain these Initiatives. These actions cause undue stress and hardship on staff. Our unit is short staffed in administrative staff. At this point in our reorganization the work load does not allow for enough time for the family. Yale Overall Mean = 3.6 Monday, April 17, 2017 Highly Effective Less Effective

The following questions comprise the Accountability Index
Presentation Title In general, respondents believe they treat the people they serve with dignity and respect, but there seem to be some accountability issues Accountability The following questions comprise the Accountability Index The data and comments tell us that accountability levels could improve… The union does a poor job informing their members that they are held accountable for their jobs and actions. For some time now upper management in our department always passes the buck which is fine. But when it comes to recognition for it, it’s like it's stolen from you and they take all the credit. Its time to hold the service and maintenance workers far more accountable for their productivity and costs of doing work. 5. At Yale, employees treat the people they serve with dignity and respect. E E = 66% 6. Employees at Yale are held accountable for the work they do. E E = 46% O 7. Employees at Yale generally take responsibility for their actions and "don't pass the buck." O = 56% Monday, April 17, 2017 Agree Neutral Disagree

The Accountability Index by Unit
Presentation Title The Accountability Index by Unit Accountability By examining the drivers of the Accountability Index, we see that policies that are fair and effective inter-departmental teamwork are the levers for change Yale Overall Mean = 3.3 Monday, April 17, 2017 Highly Effective Less Effective

Supervisors are generally a good resource and encouraging
Presentation Title Supervisors are generally a good resource and encouraging Supervisory Effectiveness The following questions (14 in all) comprise the Supervisor Effectiveness Index 39. My supervisor is a good resource when I have work-related questions. E E = 52% 40. I am encouraged to make suggestions. O O = 48% 41. My roles and responsibilities have been clearly communicated to me. Monday, April 17, 2017 42. My supervisor supports me in taking advantage of learning and development opportunities offered at Yale. 43. My supervisor leads by example. O 44. I receive the information I need to do my job well. O = 61% O 45. My supervisor motivates me to do my best. O = 60% Agree Neutral Disagree

Communicate with us more
Respondents told us they want better communication from management and they would like supervisors to have more managerial training… Supervisory Effectiveness Communicate with us more While the staff members work very well together as a team, communication from our management is very poor, negative, or totally lacking. Management, as a whole, needs to listen more to their senior staff and be less evasive with certain information and overall goals. How can we run things more effectively if we don't have the information we need? Employees told us to provide manager training… Yes, I believe the supervisors need a program to teach them how to treat all employees fairly!! We are all here for the same reason, but don't get treated the same. Ensure that all supervisors are trained on how to be supervisors (The only training now "required" is sexual harassment. This is simply not enough.) …unit leaders DO NOT MANAGE WELL - they get no training on any kind of people skills (or do they - it is hard to tell) - and they seem to be making arbitrary decisions.

Presentation Title The majority of employees report they are recognized for doing good work, but scores decline around performance reviews and receiving career advice Supervisory Effectiveness Employees told us… Career development, performance management, and appreciation for the work of this staff is sorely lacking. We started performance reviews a few years ago - they are done late and rushed every year in our area. 46. I am recognized and appreciated for doing good work. E E = 47% 47. The feedback I receive from my supervisor on my work performance helps me to do my job better. E E = 39% 48. My supervisor has clearly communicated my performance goals to me. Monday, April 17, 2017 49. I receive frequent informal feedback on how I'm doing in my job. O O = 60% 50. During the past year, my supervisor provided a thorough and thoughtful performance review. E E = 45% 51. Work-related conflicts and disagreements are managed openly and constructively in my unit. E 52. My supervisor is effective at giving me advice about how I can plan and advance my career. E = 47% Agree Neutral Disagree

Supervisors are key to an employee’s experience at Yale, but are not realizing their potential
Employees view effective supervisors as ones who… Give career advice Provide learning and development, and training opportunities Provide feedback and communicate their goals Our employees look to their supervisors to provide all of these things to them Supervisors at Yale are perceived to have considerable power and influence, and they certainly can drive employee opinion about “the deal” at Yale In this sense, supervisors at Yale are an underused “communication” vehicle – and they should be used to convey and reinforce notions that we want to get across to employees

Yale respondents clearly recognize the competitiveness of their benefits
Presentation Title Pay/Benefits Many responded that Yale’s dental care and base pay were “worse” than at other organizations – but still, Yale has roughly two out of three reporting that they are the “same” or “better” – which is the desired goal of many organizations S&M employees were the most favorable of all job categories (except “other”) about base pay, with 79% reporting it is better or the same 8a. Paid time off Q8. Compared to other organizations with which you are familiar, please rate the following programs of the University… 8b. Health care Monday, April 17, 2017 8c. Retirement plan 8d. Dental care 8e. Base pay Agree Neutral Disagree

On several questions, Yale is well above benchmark scores
Presentation Title Overall, respondents are very favorable about the programs/policies at Yale Programs/Policies On several questions, Yale is well above benchmark scores For Yale, programs and policies are not an area of concern 33. I am aware of training and development opportunities at Yale. E E = 60% E 34. I am satisfied with the information on benefits options and plan changes I receive during open enrollment. E = 59% 35. The University does a good job of communicating the features of its benefits programs to employees. O Monday, April 17, 2017 O = 54% 36. When I have specific questions about a human resource policy, procedure, etc., I can generally get an answer. 37. I feel I can trust the communications I receive from Yale. 38. In general, University policies and programs help employees balance work and personal life responsibilities. E E = 46% Agree Neutral Disagree

Presentation Title The majority of Pilot respondents believe they are treated fairly, but more importantly, some minority groups disagree Diversity/Fairness At a high level, the vast majority of employees (81%fav) believe that offensive behavior is not tolerated where they work What employees are most unfavorable about, is that Yale has a sincere interest in the satisfaction and well-being of its employees (26%unfav) 11. Offensive behaviors (i.e. sexual harassment, discriminatory or insensitive remarks) are not tolerated in my work environment. 12. I am treated fairly at Yale without regard to my race, ethnic background, gender, religion, disabilities or sexual orientation. O O = 74% 13. I have the same opportunity to succeed as peers/coworkers in similar roles at Yale University. Monday, April 17, 2017 14. The University does a good job of hiring staff from diverse backgrounds. 15. I can go to a person of authority in the University to discuss inappropriate behaviors (e.g., offensive or discriminatory comments) without fear of negative consequences to me. 16. The University does a good job of promoting staff from diverse backgrounds. E 17. Yale has a sincere interest in the satisfaction and well-being of its employees. E = 41% Agree Neutral Disagree

Scores by race show distinct differences in opinion…
Presentation Title Scores by race show distinct differences in opinion… Diversity/Fairness Overall, men and women do not have varying views on diversity issues; both have scores of 3.6 on the Diversity/Fairness Index. Employees told us…. There are not enough unit leaders of color at the University. The benefits system is paternalistic and discriminatory. Some people in a lot of areas are the only one of their race and when they need to vent or just talk about a problem they have no one to go to. The internal hiring system is severely flawed. I have absolutely no faith that people are ever hired on their merits. Yale Overall Mean = 3.6 Monday, April 17, 2017 Highly Effective Less Effective

Presentation Title While respondents believe there’s a clear plan that’s communicated, less are confident in the decisions made by senior leadership Future Confidence However, in write-in comments, many praised the new leadership: I personally, am glad to see [name] here... Perhaps real change could take place if he remains here long enough to see it through fruition. We are long past due for change... If employees believe Yale is changing for the better, they are more likely to believe labor relations are changing for the better, and vice versa 25. I feel confident that Yale has a clear plan to ensure the long-term success of the University. E E = 53% 26. The mission of the University is clearly communicated. Monday, April 17, 2017 E E = 45% 27. All things considered, Yale seems to be changing: (For the Better/Staying the Same/For the Worse) 28. Labor relations between Yale and the Union seem to be changing: (For the Better/Staying the Same/For the Worse) 29. I have confidence in the decisions made by the senior leadership of the University. Agree Neutral Disagree

Overall confidence in the future varies widely by unit and job category
Presentation Title Future Confidence Future Confidence Index scores by job category show dramatic differences M&P (3.7) C&T (3.5) Faculty (3.4) S&M (3.0) Yale Overall Mean = 3.6 Monday, April 17, 2017 Highly Confident Less Confident

You’ve been here five years (63%fav) or more than 21 years (68%fav)
Unequivocally, there’s a belief that processes and systems must improve to ensure Yale’s long-term success, and that fostering cooperation between the union and leadership is crucial Presentation Title Need for Change The majority of employees across all responding groups believe there is a need for change at Yale whether You’ve been here five years (63%fav) or more than 21 years (68%fav) You’re white (65%fav) or Black (74%fav) You work in Central (68%fav) or Off-campus (80%fav) You’re male (65%fav) or female (67%fav) Monday, April 17, 2017 30. In order to ensure the long-term success of the University, it is important for us to continually improve our work processes and systems. 31. Fostering a strong sense of cooperation between the union leadership and management is critical to the future success of the University. 32. I believe there is a need for change at Yale. Agree Neutral Disagree

Respondents from all units agree that there is a need for change at Yale…
Presentation Title Need for Change Many commented about the importance of improving labor and management relations I sincerely hope labor relations between Yale and the Union will improve. Our goals are the same - a safe, effective, and efficient workplace. The University needs to make positive labor relations a priority. We should not have to strike for respect and dignity every contract year…The walls between us and them (Labor and Management) MUST be broken. Yale Overall Mean = 4.1 Monday, April 17, 2017 High Belief in Need for Change Belief in Need for Change

So, what now? More questions to answer …
Presentation Title So, what now? More questions to answer … Conclusions and Implications Pay and benefits are competitive. Employees are positive about the programs and policies. What else will motivate employees to raise the level of their performance? The term “customer service” resonates with employees and, they believe they are effective at serving their customers with a sense of urgency. Where are we in our quest to attain higher levels of service? Do employees have a clear picture of what their customers need? And what their role is? Some employees believe their units are effective and they can do their work in a high-quality way, yet there is a lack of accountability. How do we want to address the issues of accountability? This clearly relates to the issue of inter-departmental teamwork. As employees told us… No one seems to communicate between departments. There are unnecessary and inappropriate divisions in the Yale community… Yale falls short on some of its loftier objectives, e.g., wanting each employee to feel that he/she is essential to the University’s success. Is it possible for an individual in a staff role to feel essential to the success of Yale or inspired by the institution? Monday, April 17, 2017

Inter-group differences are significant
Conclusions and Implications Data tell us Many C&T employees don’t feel empowered or able to make changes S & M employees feel less positive about a number of issues Black and bi-racial employees are less positive that they are treated fairly Employees who work off-campus feel less motivated than employees in other locations Central Facility employees are less positive than other groups on several topics Are employees across departments held accountable in the same way? Do they share a “common language” or way of looking at things? If their roles are so different, how do you improve their understanding of each other? What is the “common ground” they all share?

Yale is seen as changing for the better and that relates to the hope for a stronger relationship between the union leadership and management Conclusions and Implications Pilot respondents believe there is a need for change at Yale – and that need relates to the unions and improving processes and systems The good news is, the majority of Pilot respondents trust the University They’re confident Yale has a clear plan to ensure the long-term success of the University Many have confidence in the decisions made by the senior leadership of the University (48%fav). In addition, 32% are neutral, so they’re going to wait and see. This is a window of opportunity to further earn the confidence and trust of the workforce We’ve asked our employees their opinions. Now, we need to act on survey results. We know which areas have room for improvement, areas employees view as critical for the long-term success of the University, and what employees want from their supervisors

Communicating the findings
Presentation Title The next steps require thinking through the questions that arise from the findings, action planning, and taking action Conclusions and Implications Setting up a process of training unit leaders and selected staff to use the data Communicating the findings Relating the data to the initiatives already in place Setting priorities for near-term action With a focus on: Improving the relationship between the union and non-union Aligning leadership and supervisors Maintaining and raising the level of engagement Pursuing a clear course for change Articulating the University’s mission Monday, April 17, 2017

IV. Navigating Your Data Reports and Beginning to Look at Your Data
Presentation Title IV. Navigating Your Data Reports and Beginning to Look at Your Data Monday, April 17, 2017

The following section contains…
An overview of each of the elements within a data report Guidelines for analyzing the data and comparing numbers An exercise: To give you the opportunity to begin to put these guidelines into action To begin to summarize the data in preparation for report writing

Sample Data Report Page
Note: See the following page for key A B I J K C G D E F H

Yale Pilot’s overall results data line
Presentation Title Key for sample report Report title Topic area Survey question Yale Pilot’s overall results data line Larger (overall) Department results data line Department results data line Number of people who responded Aggregated data line (agree, neutral, disagree) Percentage of actual responses Overall mean score (out of five) for the question Percent favorable difference between Yale Pilot Overall and data line Monday, April 17, 2017 Note: Not all percentages will equal 100% due to rounding

Interpretation guidelines
Presentation Title Strengths Greater than 70% favorable is a strength if the unfavorable response is less than 20% Scores with 10 percentage points or more above your Overall Department/Yale Pilot results Opportunities for improvement Items with a 20% or more unfavorable response 40% favorable or less is a danger signal Scores with 10 percentage points or more below your Overall Department/Yale Pilot results Areas for further consideration “Bi-modal” distributions, where responses are mostly either favorable or unfavorable, with few neutrals (e.g. 40% favorable, 20% neutral, 40% unfavorable). These items are interesting because most respondents feel strongly positive or strongly negative with very little middle ground Items with large neutral scores (more than 25%) indicate that respondents either are uncertain about how they feel regarding the item or do not feel strongly either way Monday, April 17, 2017

Examining benchmark data
Presentation Title Benchmark data can be useful in understanding current scores relative to other Universities or companies Keep in mind: Norms are general indicators and include data from a large range of Universities/companies, not necessarily facing the same challenges as Yale Norms are intended as a point of reference They are not necessarily goals for the University to attain Benchmark scores are included in your data reports and in your template You may wish to include some commentary on any notable differences between your Department and benchmark scores when you communicate findings Monday, April 17, 2017

Dos and don’ts of results interpretation:
Before we get to the detailed findings, we ask you to keep in mind these cautions Presentation Title There is a tremendous amount of data here, so make sure you allow sufficient time for both reviewing and interpreting results Dos and don’ts of results interpretation: As you review and interpret the survey results, please keep in mind the following guidelines: Focus on the survey data at hand, not on your best guesses or hunches Don’t jump to action planning before you have had the chance to understand all the survey data Take into account current circumstances (e.g. recent restructuring or implementation of new processes and technology, etc.) Take a positive approach. Don’t blame anyone or any group for the results Don’t take the survey results personally. They are meant to identify areas in which performance is strong or where improvements are needed Questions to keep in mind as you review the survey findings: What is the desired response to the question? Are there any circumstances that may have affected the results? Monday, April 17, 2017

Worksheet One: Notable Differences Worksheet
And, now let’s get to the data. To help you and your team think through your results, we will now begin to fill out two worksheets Presentation Title Worksheets are located in the last sections of your binder. Please pull out: Worksheet One: Notable Differences Worksheet Worksheet Two: Department Observations Worksheet Each group will work from their own data report The exercise should be viewed as a “warm-up” to the work that each team will be doing with their department data Remember, this is a lot of data and it will take you some time to completely understand the results These worksheets will help you to: See where your department (e.g. Learning Center) is significantly different from the Yale Pilot group, and in some cases, your larger department (e.g. HR) Begin to summarize the themes and key messages coming out of the data (that later you’ll want to draw from and incorporate when modifying the reporting template) Begin to think about key areas for action and challenges associated with implementation Monday, April 17, 2017

Instructions: How to fill out the worksheets
Presentation Title Pull out your department’s data report Fill out your Notable Differences Worksheet Note any differences (plus or minus 10%) in spaces provided. Your main point of comparison should be your larger department (e.g. HR for the Learning Center), but also note differences to Yale Pilot overall where they are particularly surprising Begin to fill out your Department Observations Worksheet This worksheet will help you construct a set of overall themes and conclusions so that you can begin to see how the data analysis process leads to the creation of a compelling story line When filling out this worksheet, take a moment to think about your department: Basic demographics (location, size, focus, etc.) Employee profile (levels, years of service, status, etc.) Leadership profile (history, character) Personnel changes Business challenges/successes Pressures Finally, spend some time in your group talking about what you have found out Monday, April 17, 2017

Before we move forward…
You should now be starting to feel familiar with your data and beginning to think about key themes that should be highlighted within your report The next section introduces the template that will allow you to write your report

V. Introducing the Reporting Template and Building Your Story
Presentation Title V. Introducing the Reporting Template and Building Your Story Monday, April 17, 2017

What is the Reporting Template?
Presentation Title To help you in preparing a report that summarizes your department’s results, we have developed a template which provides: A basic structure Sample commentary Graphs A set of tables showing benchmark scores These templates are considered a guide. The following section contains: A five-step guide to building your story An exercise which will help you write two sections of your department report Monday, April 17, 2017

Developing a report for your department
Presentation Title Preparing to write the report As you begin to write your report you will need the following materials at hand: Your data report Your worksheets Worksheet One: Notable Differences Worksheet Two: Department Observations The reporting template in electronic or paper format This workbook Monday, April 17, 2017

To write the report, we recommend the following steps:
Presentation Title Review your worksheets to remind yourself of the key elements of the “story” Work through the Reporting Template and double-click on each of the graphs. Insert the data for your department Work through each page and review text. Modify red text to reflect your Department’s data Write your summary by reading through the entire story and reviewing your notes in your worksheets Write the Next Steps section. Include key meeting dates and next steps for agreeing on and planning actions that came out of the survey Monday, April 17, 2017

Employees are engaged and given the right opportunities, would like to spend their career at Yale
Presentation Title Engagement The majority would recommend Yale as a good place to work. They also… Find their work challenging and interesting Believe their jobs provide them with a sense of personal accomplishment About half feel they are inspired to do their best work What’s of some concern, is that many have neutral feelings, or disagree, that Yale views them as an essential part of the University’s long-term success DEMO 18. Given the right opportunities, I would like to spend my career at Yale. P P= 84% 19. I would recommend Yale as a good place to work. P P= 78% 20. My work is challenging and interesting. P P= 78% Monday, April 17, 2017 21. My job provides me with a sense of personal accomplishment. P P= 75% 22. During my employment at Yale, I have been treated fairly. P P= 67% 23. Yale inspires me to do my best work. P P= 53% 24. I feel that Yale views me as an essential part of Yale's long-term success. P P= 44% Agree Neutral Disagree CLICK ONCE TO SELECT, THEN DOUBLE-CLICK ON BARS TO OPEN DATASHEET AND INSERT DEPARTMENT DATA

Please work with your group to complete two sections of your report
And now…. Presentation Title Please work with your group to complete two sections of your report Monday, April 17, 2017

Presentation Title VI. Planning for Action Monday, April 17, 2017

This section contains…
Expectations of your department when it comes to Action Planning Your role in the Action Planning process Tips and insights from what we know about best practice when it comes to Action Planning: How to create a successful implementation plan What levers to keep in mind when you are driving change through the University A model for engaging key stakeholders This section is designed to provide you with some of the theory which may be useful when you begin to facilitate Action Planning

Action Planning Expectations
Presentation Title Each unit leader or the team here today will be expected to: Complete the reporting template for their department Present the data back to their employees Facilitate a discussion regarding action planning for your department (e.g.what the key messages are) Execute the plan put in place Monday, April 17, 2017

Top Tips for Turning Data into Meaningful Action
Presentation Title Do Don’t Build sponsorship within your department Allow actions to be seen as “HR” or “Project Team” owned Push for action where the interest and support already exists Spend too much time and energy trying to convince resistant individuals of the merits of taking action Look at data through the eyes of unit leaders and contextualize it within the department Get lost in the data Focus on a few high value-added actions AND a few quick wins Develop a plan of hundreds of things which are perceived to be distractions from day-to-day work Set clear time frames and accountabilities for all teams/individuals to address the survey results Allow the action planning process to take on a life of its own Link actions to existing processes and metrics Fail to articulate desired outcomes and hold people accountable for achieving them Energize people by pulling out what is going well and building upon it Zap everybody’s energy by wallowing in all the negatives Stay true to what employees have said Manipulate data to say what you want to say Ensure actions are linked to survey messages through communication Do a whole lot of great things but fail to link them to the survey Measure outcomes, celebrate successes and hold people accountable for following through Lose momentum once the initial communication and action planning workshops are run Continue to involve/sense check Work in isolated project teams Monday, April 17, 2017

Focus on All Four Levers of Change
Presentation Title The Change Levers The Result Build sponsorship for change Generate energy for change Give consistent messages about the rationale and the nature of change and the associated rewards and consequences Model and reinforce how people need to behave Give ownership of the change strategy and process to people who will deliver Involve opinion leaders and get their support Articulate well-defined change outcomes and process for measuring progress Create clear understanding between people’s actions and impact on performance Develop a set of integrated rewards fully aligned with desired behavior and clear penalties for resistance Getting employee input Building network of sponsors/champions Engaging people in change process Building critical mass of support Developing a balanced set of measures linked to goal Providing regular information on progress Recognizing individual and team contributions to meeting goals Communicating feedback from the survey Helping employees develop a meaningful vision of the future Modeling changes desired in others Giving feedback on progress Providing coaching Removing obstacles Leadership: How people are inspired and led Involvement: How people get engaged Measurement: How people know they’ve made progress in order to Create a compelling reason to change Articulate a clear vision of what to change Giving people the rationale and requirements for change Developing an integrated communication strategy and a consistent set of messages Building channels for continuous flow of information up, down, and across Communication: How people get informed By Monday, April 17, 2017

VII. Tools to Help You with the Action Planning Process
Presentation Title VII. Tools to Help You with the Action Planning Process Monday, April 17, 2017

This section contains…
Presentation Title Sample agendas for briefing and action planning sessions A simple suggested process (and exercises) to help you facilitate an action planning session with your staff Monday, April 17, 2017

Objectives for a two-hour Department Briefing Session
Presentation Title Your meeting with your team should be between two and four hours long A two-hour briefing will allow you to run through the results and get any high-level reactions A longer meeting will allow for additional time to discuss results with your team The following objectives are typical for a two-hour session: Review and discuss the high-level survey findings for this Department Gather initial impressions and build on the areas that have been identified as key strengths and weaknesses Confirm the next steps in terms of: Action Planning Process Implementation Monday, April 17, 2017

Sample Agenda for Two-Hour Department Briefing Session
Presentation Title Sample Agenda for Two-Hour Department Briefing Session TIME SESSION CONTENT 10 mins Introduction Context – why we’re here Objectives of session Desired output Role of the group Agenda Structure of session Process we will follow 1. HEADLINE FINDINGS Process and Methodology Survey objectives and methodology Questionnaire format Response Rates Summary of findings Overview of the results 45 mins Findings in more detail You may wish to focus on some of the key areas e.g. Engagement — Pay/Benefits Unit Effectiveness — Programs/Policies Diversity/Fairness — Diversity Work Processes — The Future and Need for Change Decision Making Ability to do the Job Supervisory Effectiveness 2. INITIAL REACTIONS 20 mins Reactions Initial reactions to the data: Surprises – good and bad? Concerns? Themes? 3. NEXT STEPS 15 mins Process for Action Planning Where we are with Yale Pilot actions? Next steps for this team Next Steps What will happen when SESSION CLOSE Monday, April 17, 2017

Objectives for a Half-Day Briefing and Action Planning Session
Presentation Title The following objectives are typical for half-day session: Review and discuss the survey findings for this department Gather initial impressions and build on the areas that have been identified as key strengths and weaknesses Determine key actions that are relevant within this department Confirm the next steps in terms of: Following-up the action planning process (i.e. identifying timeframes and ownership) Coordinating with Yale Pilot action plans Implementation Monday, April 17, 2017

Sample Agenda for Half-Day Briefing & Action Planning Session
Presentation Title Sample Agenda for Half-Day Briefing & Action Planning Session TIME SESSION CONTENT 10 mins Introduction Context – why we’re here Objectives of session Desired output Role of the group Agenda Structure of session What it is/what it isn’t Process we will follow 1. HEADLINE FINDINGS Process and Methodology Survey objectives and methodology Questionnaire format Response Rates Summary of findings Overview of the results 1 hr Findings in more detail Walk through the report in detail Engagement Unit Effectiveness Work Processes Decision Making Ability to do the Job Accountability Supervisory Effectiveness Pay/Benefits Programs/Policies Diversity/Fairness The Future and Need for Change 2. INITIAL REACTIONS 20 mins Reactions Initial reactions to the data: Surprises – good and bad? Concerns? Themes? Monday, April 17, 2017 Continued…

Sample Agenda for Half-Day Briefing & Action Planning Session (cont’d)
Presentation Title TIME SESSION CONTENT 3. ACTION PLANNING 1 hr Identifying and Prioritizing Actions Brainstorm the possible actions that must be taken to close the gap between What we need to be good at to succeed AND where we are now (according to the survey results) Identify the quick wins and longer-term high impact activities 3. NEXT STEPS 40 mins Process for finalizing priorities and taking action Who else do we need to engage/involve? Re-convening to determine ownership and timeframes Communicating the priorities for action to employees to your leadership (e.g. the head of your larger department) [ SESSION CLOSE Monday, April 17, 2017

On the following three slides you can find a simple process to help you facilitate an action planning session with your staff First, think about your department’s results. What are your objectives? Identify five high-level objectives of the department (e.g. to improve employee accountability) Refer to any plans/objectives currently in place Given each objective, what needs to be in place to help you meet it? e.g. If one of your objectives is to improve accountability, what performance management processes is needed to help you achieve it? Second, prioritize the key actions and consider how easy each action area will be to implement Consider the impact or value of implementing the action to the University/Department And, identify the things that are going really well – the strengths that the department can build upon and communicate Third, develop an action plan Get specific about who is going to do what and when

Thinking about your department’s results, what are your objectives?
We recommend that you brainstorm three objectives that came out of the data For example, one might be that every employee has a performance review this year On the following page, there’s an exercise to help you prioritize your objectives/actions Ideally, you should pick two to three objectives for your department to focus on Objectives for the Department Actions Needed to Achieve Objective (Ex. Every employee in the department will have a performance review this year.) (Ex. Managers and employees must agree on a performance review date that will be within the next 12 months. Managers must update HR on performance reviews completed at the end of the year.)

Action Planning Process
Action Planning Process. Think about the objectives/actions you’ve identified. What actions are priorities? What strengths can you build upon? Presentation Title Actions Needed to Achieve Objectives Identifying the quick wins and high priority actions High High SPARE TIME NON-ESSENTIALS QUICK WINS Strengths to build upon (communicate/celebrate) EASE OF IMPLEMENTATION Monday, April 17, 2017 LOW PRIORITY PLAN IT Low IMPACT High

Once you have identified the priority areas for action, it’s helpful to develop an action plan
Once you have identified the two to three priority areas for action, it will be time to get specific about who is going to do what and when The following simple framework can be used to achieve a more detailed action plan: Issue e.g. Engagement, Diversity/Fairness, Inter-Departmental Teamwork, Accountability, etc. Objective Action Sponsor (Person in a leadership position who will visibly support and have final accountability for the success of this initiative) Owner (Person who will manage the initiative and has responsibility for milestone achievements and communication to key stakeholders) Timing

VIII. Questions and Answers
Presentation Title VIII. Questions and Answers Monday, April 17, 2017

Q. To whom do I go to if I have questions?
A. Specific advice about process or technical aspects associated with the data can be obtained from Laura Freebairn-Smith, You can also make contact with other unit leaders who can help support your approach. You can also get help from your HR Generalist. Q. If my results are really bad (especially around the leadership and supervisors) and I do not feel I can present them back, what do I do? It is very important that all our supervisors give a clear message that we are listening to what our staff are saying. Your role will be to steer the discussion away from defensive rationalizations. The focus should be on what unit leaders and employees can do now to address the concerns raised. Q. What am I responsible for during this process and what are others responsible for? A. You are responsible for accurately and coherently presenting the data to your department. You are also responsible for facilitating the discussion and agreeing upon the actions that will be taken to address the prioritized issues.

Q. How are departmental actions being aligned with Yale actions?
A. Unit leaders will have an important role in monitoring delivery of the agreed actions. Once departments decide on actions to be taken, they should their larger department leader with a list of priorities and plans, and copy Laura Freebairn-Smith on this . Someone will contact you if there is overlap between your department’s actions, and your larger department’s actions. Q. Who will be communicating the findings to Yale Pilot employees? High-level communication to all employees who were invited to participate in the Pilot is being distributed through various Yale publications such as Working at Yale, the Bulletin, and others. Q. When should I have completed my presentation of the results? A. Action plans need to be decided by April 31st and therefore communication of the results should be completed no later than end of March.

What do you and your team need to do tomorrow?

THANK YOU!

Unit Leadership Training: Communicating Results and Action Planning

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