DOCSLIB.ORG

Job Related Information

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Job Related Information Job Related Information This document includes information about the role for which you are applying and the information you will need to provide with your application. 1. Role Details Vacancy reference 13451 Job title: Academic Services Manager (Customer Relationship Management) VOICE (Customer Relationship Management System) Manager Reports to: Salary: £32,004 - £38,183 Terms and conditions: Academic Related Grade 7 Duration of post: Temporary contract to 5 March 2019 Working hours: 37 hours, Monday to Friday Location: Milton Keynes Closing date: 6 April 2017 Type of application form accepted: Full version and covering letter of no more than 1,000 words on how you meet the person specification in the Job Related Information Number of referees required: Three Unit recruitment contact: Staffing & Recruitment Support (ACTS) The Open University, Human Resources, HRG158 | Page 1 of 6 2. Summary of duties Purpose Statement The purpose of this role is to manage the day to day support for the Open University’s Customer Relationship Management (CRM) System. The role holder will also act as delegated product owner and therefore liaise with IT and system users on prioritising system improvements. They will also manage all system parameter changes to ensure that BAU and new activities are effectively supported, manage BAU enhancements and defect analysis and management, and manage helpdesk user support. This role is pivotal in ensuring day to day support of the University’s most important tool for supporting students. The role holder will also be responsible for the management of staff providing direct user support. Although the role holder is based in Academic Services, support for CRM will operate across other areas of the University. Main Responsibilities This is not intended as a comprehensive list of duties or a restrictive definition of the post, but is rather a guide to the current main priorities for the incumbent Day to day management This involves working within the Business System Support team to ensure that student-facing staff are fully supported in their use of VOICE and that the system is efficiently configured to serve their needs. Act as day-to-day CRM product owner, this involves prioritisation of IT development work, liaising with operational managers to negotiate and agree system changes and representing business needs with IT. Manage the analysis, specification and delivery of system enhancements. Work with operational mangers to develop and enhance system settings to improve support to students, eg activity plans, categorisation, queue/position structures etc. Manage the helpdesk function to ensure user queries are effectively supported with high quality advice and prompt action of requests and that resources are adequately aligned. Line management of CRM support co-ordinators. Manage the CRM Liaison practitioners group to promote efficient CRM use. Close working with the Academic Services Manager (Customer Relationship Management System Change Acceptance, Training and Quality) in areas of best practice, training, support of the advocate (superuser) network, acceptance testing and so on. Manage the CRM user permissions policy, ensuring that it is compliant with audit requirements. Develop a CRM support contingency plan in case of disaster. Managing change: Working with IT and business areas seeking to make process changes and improvements to improve efficiency and support new business or legal requirements. This includes undertaking analysis of the requirements, creating process maps, specifying system or parameter changes required to support any business change or new process. Working with the Academic Services Manager (Customer Relationship Management System Change Acceptance, Training and Quality) to develop and maintain an understanding of the main business The Open University, Human Resources, HRG158 | Page 2 of 6 processes that CRM supports, to ensure that system configuration best matches business practice. Manage the development of systems or parameter changes required to support business changes. Manage any system upgrades/regular releases to ensure that business needs are fully supported in terms of functionality, timing and testing resources. Ensure that a communications plan is implemented and work with the Academic Services Manager (Customer Relationship Management System Change Acceptance, Training and Quality) to develop briefings for advocates, training and materials. Provide CRM expertise to relevant projects to demonstrate how to use CRM most effectively to best support staff supporting students for both strategic and tactical changes. Monitoring and improving the student experience Ensuring CRM is set up in such a way as to most effectively provide useful MI on student behaviour while at the same time ensuring operational efficiency and hence the best student experience. Ensure that the student experience is considered when making system changes or developing new processes. Support business areas seeking to understand how they can use CRM to improve the student experience from the point of initial contact to the completion of their request, including interfaces to other systems. All staff are expected: To undertake any other duties which may reasonably be required; To take reasonable care of the Health and Safety of themselves and that of any other person who may be affected by your acts or omissions at work; To demonstrate a strong commitment to the principles and practice of equality and diversity. 3. Person specification Requirements (E = Essential/ D = Desirable) Education, qualifications and training Essential A first degree or equivalent education, or work experience at a comparable level. Knowledge, work and other relevant experience Essential: Experience of working in a customer focussed environment. Experience of working with a customer relationship management or similar systems. The Open University, Human Resources, HRG158 | Page 3 of 6 Experience of using systems to support business processes. Experience of analysing user needs, developing a specification, and making system changes to support the requirements. Staff management. Experience working as part of a large cross unit team. Desirable: Knowledge of OU Student Systems. Understanding of the Higher Education sector, current issues and developments. Knowledge of data protection and audit requirements Skills & Effective communication skills and the ability to express views and ideas both verbally and Capabilities in writing. Experience of writing reports, plans or proposals and presenting these in public. Expertise in negotiating and the proven ability to influence outcomes. Demonstrable organisational, planning, problem-solving and decision-making skills. Team-working capabilities in collaborating with colleagues, managers and staff across the organisation to ensure service excellence. Ability to identify skills within the team and allocate resource accordingly. Able to develop and maintain effective working relationships with colleagues, stakeholders and partners to deliver campaign objectives. Ability to lead, without authority, cross-University teams. Ability to influence peer groups and senior stakeholder groups. Ability to deliver a customer-focused approach, considering impact on our students. High level of numeracy, attention to detail and analytical approach to problem solving. Ability to meet challenging deadlines whilst remaining calm under pressure. Ability to deal with ambiguity in managing multiple activities and deliver actions whilst working in number of different teams. Self-confident, resilient and ability to deal with obstacles and challenges with minimal supervision. 4. Role specific requirements e.g. Shift working Willingness to work occasional weekends and evening events. Occasional travel to other locations or Nation Offices 5. About the unit/department The Open University, Human Resources, HRG158 | Page 4 of 6 ACADEMIC SERVICES The most crucial interactions and relationships with registered students are managed through Academic Services, working in collaboration with colleagues in the University, and in particular those in central academic units. More than 900 staff are employed by the unit at or through: Four central sub-units based at Walton Hall, Milton Keynes: Access, Careers and Teaching Support Assessment, Credit and Qualifications Student Support Office of the Director, Academic Services Three National Centres based in Scotland, Wales, Ireland Nine English locations (soon to transition to four Student Recruitment and Support Centres) Academic Services is led by the Director of Academic Services who reports to the University Secretary. Student Support These roles will be based in the Student Support sub-unit which offers strategic and operational leadership in student support. It is led by Pat Atkins, Director of Student Support, and encompasses the management of the Learner Support and Regional Services functions in each of the English locations (each hosting Student Support Teams (SSTs) aligned to each Faculty and Central Academic Unit), the SST Hub based in Milton Keynes and a distributed Directorate Team. 6. How to obtain more information about the role or application process If you would like to discuss the particulars of this role before making an application please contact Rachel Hawkins on (0)1908 654078 or email: [email protected] or Audrey Mulholland on (0) 1908 655601 or email: [email protected] If you have any questions
Load more

Recommended publications
  • Corporate Culture and Organizational Change- a Study on a Large Pharmaceutical Company in Bangladesh
    Asian Business Review, Volume 4, Number 2/2014 (Issue 8) ISSN 2304-2613 (Print); ISSN 2305-8730 (Online) 0 Corporate Culture and Organizational Change- a Study on a Large Pharmaceutical Company in Bangladesh S.M. Rezaul Ahsan Senior Manager, Organization Development, The ACME Laboratories Ltd, Dhaka, BANGLADESH ABSTRACT This paper investigates the relationship between corporate culture and attitudes toward organizational change from the perspectives of a large pharmaceutical company in Bangladesh. A structured questionnaire was developed on the basis of the competing values framework of culture typology of Cameron and Quinn (2006) and a study of Justina Simon (June 2012), which was distributed to the 55 staff members of the company. The result shows that there is a significant relationship between corporate culture and organizational change. The study reveals that the organization has adopted all four types of organizational culture and the dominant existing organizational culture is the hierarchy culture. The study also shows that the resistance to change is a function of organizational culture. The implications of the study are also discussed. Key Words: Organizational Culture, Organizational Change, Resistance to change, Change Management JEL Classification Code: G39 INTRODUCTION Corporate culture is a popular and versatile concept in investigate the impact of organizational culture on C the field of organizational behavior and has been organizational change. identified as an influential factor affecting the success There has been significant research in the literature to and failure of organizational change efforts. Culture can explore the impact of organizational culture on both help and hinder the change process; be both a blessing organizational change.
    [Show full text]
  • Five Key Principles of Corporate Performance Management
    ffirs.qxd 11/2/06 1:49 PM Page iii Five Key Principles of Corporate Performance Management Bob Paladino John Wiley & Sons, Inc. ffirs.qxd 11/2/06 1:49 PM Page ii ffirs.qxd 11/2/06 1:49 PM Page i Additional Praise For Five Key Principles of Corporate Perfromance Management “This book is emblematic of Bob’s considerable expertise in organizing a company around the Strategy Focused Organization approach using the Balanced Scorecard Method. As founder, chairman and CEO of Crown Castle International (CCI:NYSE) I hired Bob as a consultant to lead a pro- gram to initiate CCI on the SFO method. He later joined CCI and led a suc- cessful organizational transformation to a much more efficient global platform in the telecommunications industry. I am now chairman and majority shareholder of two international organi- zations; one in the multi-jurisdictional payroll arena and another in the aero- space industry and Bob is successfully transforming those companies into Strategy Focused Organizations. He is probably THE most knowledgeable and experienced individual in implementing the SFO approach to better organizational efficiency given his hands on experience and his considerable knowledge of accounting and finance as a CPA.” —Ted B. Miller, Jr., Chairman, M7 Aerospace and Chairman, Imperium International “This book brings strategy to life through real-life application and provides the road map needed to truly unite a company in its objectives. Bob Paladino’s method encourages team work, cross functional thinking and drives company success.” —Preston Atkinson, Chief Operating Officer, Whataburger, Inc. “Bob Paladino has taken a balanced approach of taking all attributes of high performing businesses and turning them from theory to practical application.
    [Show full text]
  • Tier Ii Standard for Human Resources Management Specialists
    ICSC Human resources management specialists Job Classification Manual Page 1 of 60 Vol. II _________________________________________________________________________________________________________________________________________________________________________________________ TIER II STANDARD FOR HUMAN RESOURCES MANAGEMENT SPECIALISTS INTRODUCTION 1. This grade level standard illustrates the application of the ICSC Master Standard (Tier I) to a specific field of work of the United Nations common system: Human resources management (HRM). It is divided into three sections: definition of coverage; summary factor rating chart; grade level descriptions of typical duties and factor-by-factor evaluation rationales. 2. This standard which replaces an earlier version entitled "Personnel management specialists" (promulgated in 1981), was developed in consultation with the representatives of the organizations taking into account existing organizational structures and jobs within the United Nations common system. Working groups of the CCAQ Sub-Committee on Job Classification led by the ICSC secretariat were convened in New York and Geneva during the autumn 1995 to revise the standard. The groups were composed of job classification specialists from the United Nations, UNICEF, UNDP, ILO, FAO, WHO and ITU. The revised standard was reviewed and endorsed by CCAQ at its eighty-fifth session (July 1996). The primary objectives of this revision were to replace the prior categorization of organizations based on their size by qualitative and quantitative indicators and to update the description of duties. The field of work was renamed Human resources management in order to emphasize the proactive role and contribution of such specialists in the global management process of the organizations and the ongoing interrelationships existing between the “personnel aspects” of an organization and the realization of its mission and programme objectives, and thus strengthen the strategic approach to the management of human resources.
    [Show full text]
  • People Performance Management Toolkit About This Toolkit
    PEOPLE PERFORMANCE MANAGEMENT TOOLKIT ABOUT THIS TOOLKIT 5. The toolkit and the supporting scenarios are a guide for 1. People performance management (PPM) matters and how well managers on PPM. They do not replace organisational policies we do it has a huge impact on the quality of care that people who and procedures where they exist and should be treated use our services receive. as an additional resource. Where organisational policies and procedures conflict with the content of the toolkit, the organisational policies and procedures take precedence. 4. The information contained in the toolkit is for general guidance 2. This toolkit for line managers in health and social care aims purposes only. It should not be relied upon as a substitute for to encourage and enable good PPM in practice. Use the left advice on specific facts or matters and we recommend that and right arrows on each page to work through the seven main you contact your usual HR contact or employment law adviser sections, or go straight to the section you need using the icons for detailed advice on the facts of the case. We assume no at the top and bottom of each page. responsibility for the contents of linked websites and we have no control over the availability of the linked pages. 3. The principles of PPM in any care setting are the same, but the context may differ. This resource is intended for your organisation regardless of whether it is small or large, and whether it is commercial, voluntary sector, local authority or NHS. This toolkit is interactive.
    [Show full text]
  • Intelligence Guide: People Management & Leadership
    FG INSIGHT INTELLIGENCE GUIDE: PEOPLE MANAGEMENT & LEADERSHIP YOUR GUIDE TO Successfully managing and making the most of people in your farm business and how you can work together to achieve goals INTRODUCTION Managing people and leading teams can be challenging, especially in agriculture where the pressure to get things done can be huge. Get it right and the whole team works together, making for a great performance, even under duress, but get it wrong and it can add unneccessary stress to everyone’s jobs. This guide aims to provide some pointers to how you can best manage and lead your team. We have pulled together some key tips, as well as looking at some of the theories involved and look at how you can apply them to your business. You’ll find some useful checklists, an on-farm case study and links for further investigation. EMMA PENNY EDITOR CONTENTS 4 Managing people 13 Learning from other industries 17 Leading your team 21 A personal checklist 24 Case study 28 More information MANAGING PEOPLE 4 INTELLIGENCE GUIDE: PEOPLE MANAGEMENT & LEADERSHIP eople are the best asset a business has, but are not always given the attention they deserve or need from managers. In the ‘head-down-and-get-on-with-it’ world of farming, Pnotions of people management are not always foremost in the mind of the person running the farm. But no matter how good the farm set-up is, without the right staff in place, the business potential will never be realised. Jane Jenkins, head of human resources at Promar, says good staff management can add a huge amount to a business, but is not always top of the list for busy bosses.
    [Show full text]
  • Adapted Customer Relationship Management Implementation Framework:Facilitating Value Creation in Nursing Homes
    Adapted customer relationship management implementation framework:facilitating value creation in nursing homes Article Accepted Version Gulliver, S. R., Joshi, U. B. and Michell, V. (2013) Adapted customer relationship management implementation framework:facilitating value creation in nursing homes. Total Quality Management and Business Excellence, 24 (9-10). pp. 991-1003. ISSN 1478-3371 doi: https://doi.org/10.1080/14783363.2013.776771 Available at http://centaur.reading.ac.uk/31604/ It is advisable to refer to the publisher’s version if you intend to cite from the work. See Guidance on citing . To link to this article DOI: http://dx.doi.org/10.1080/14783363.2013.776771 Publisher: Taylor & Francis All outputs in CentAUR are protected by Intellectual Property Rights law, including copyright law. Copyright and IPR is retained by the creators or other copyright holders. Terms and conditions for use of this material are defined in the End User Agreement . www.reading.ac.uk/centaur CentAUR Central Archive at the University of Reading Reading’s research outputs online Adapted Customer Relationship Management Implementation Framework: Facilitating Value Creation in Nursing Homes Abstract This paper proposes a framework to support Customer Relationship Management (CRM) implementation in nursing homes. The work extends research by Cheng et al. (2005) who conducted in-depth questionnaires to identify critical features (termed value-characteristics), which are areas identified as adding the most value if implemented. Although Cheng et al. did proposed an implementation framework, summary of, and inconsistent inclusion of value- characteristics, limits the practical use of this contribution during implementation. In this paper we adapt the original framework to correct perceived deficiencies.
    [Show full text]
  • Performance Management: Chapter 7 in Human Resource Management
    Technological University Dublin ARROW@TU Dublin Books/Book Chapters School of Management 2013 Performance Management: Chapter 7 in Human Resource Management Gerard McMahon Technological University Dublin, [email protected] Follow this and additional works at: https://arrow.tudublin.ie/buschmanbk Part of the Human Resources Management Commons Recommended Citation McMahon, G. Performance Management in Human Resource Management (Carbery, R., Cross, C. eds). Palgrave Macmillan, 2013. ISBN-13: 978-1137009395 This Book Chapter is brought to you for free and open access by the School of Management at ARROW@TU Dublin. It has been accepted for inclusion in Books/Book Chapters by an authorized administrator of ARROW@TU Dublin. For more information, please contact [email protected], [email protected]. This work is licensed under a Creative Commons Attribution-Noncommercial-Share Alike 4.0 License Dublin Institute of Technology ARROW@DIT Books/Book Chapters School of Management 2013 Performance Management: Chapter 7 in Human Resource Management Gerard McMahon Follow this and additional works at: http://arrow.dit.ie/buschmanbk Part of the Human Resources Management Commons This Book Chapter is brought to you for free and open access by the School of Management at ARROW@DIT. It has been accepted for inclusion in Books/Book Chapters by an authorized administrator of ARROW@DIT. For more information, please contact [email protected], [email protected]. Chapter Seven Performance Management Gerard McMahon http://www.istockphoto.com/stock-photo-15199050-executives-at-conference-table-
    [Show full text]
  • What Are Teachers Saying About New Managerialism?
    Journal of Educational Enquiry, Vol. 3, No. 1, 2002 What are teachers saying about new managerialism? Pat O’Brien City Beach High School, Perth, Western Australia Barry Down Edith Cowan University, Australia Since the mid-1970s, successive federal and state governments have redefined the governance structure of Australian schooling in accordance with the principles of the market and its corollary new managerialism (Hartley 1997; Marginson 1997; Robertson 2000; Yeatman 1990). Morley and Rassool (1999, p 61) argue that ‘the introduction of markets and managers has been a generic transformational device designed to restructure and reorient public service provision’. According to Yeatman (1990, p 14), this structural and ideological shift has resulted in a corporate-style bureaucracy whereby public sector activity is ‘reduced to the effective, efficient and economic management of human and capital resources’. As the dominant style of public administration and public service, it seeks to make government efficient by doing more with less, focusing on outcomes and results and managing change better. The common elements have involved site-based management, the language of improvement and budgetary devolution (Morley & Rassool 1999). Commenting on the British experience, Hoggett (1996, p 12) argues that three fundamental but interrelated strategies of control have been implemented over the last decade to drive these reforms. First, competition has been introduced as a means of coordinating the activities of decentralised units. Second, there has been an attempt to decentralise operations whilst centralising strategic command. Third, there has been the extended development of performance management techniques. Against this backdrop, we set out in this article to examine how six senior teachers in one secondary school in the northern suburbs of Perth, Western Australia have experienced and responded to these generic managerial reforms.
    [Show full text]
  • Yearbook Suite | Staff Management STAFF MANAGEMENT THROUGH TEAM BUILDING
    STAFF MANAGEMENT THROUGH TEAM BUILDING Yearbook SUITE Copyright 2014 by Walsworth Yearbooks All rights reserved. This book, or parts thereof, may not be reproduced in any form without written permission from the publisher. Published in the United States of America by Walsworth Inc., Marceline, Mo. Corporate Office: 306 North Kansas Ave., Marceline, MO 64658 800-265-6795 Yearbook Sales and Marketing Office: 7300 West 110th Street, Suite 600, Overland Park, KS 66210 800-369-2965 For more information about this curriculum guide or any other Walsworth products and services, visit walsworthyearbooks.com or call 800-972-4968. Acknowledgments Jessica Young, MJE, Adviser, Orange Glen High School, Escondido, Calif., and Unit Author Sabrina Schmitz, Adviser, J.W. Mitchell High School, New Port Richey, Fla. Lori Mortland, Adviser, Calhoun High School, Hardin, Ill. Alex Blackwell, Vice President of Communications and Marketing Kristin Mateski, Manager, Yearbook Marketing Jamie Chambers, Design and Creative Concepting Supervisor Anna Nordling, Graphic Designer Amy Spears, Senior Graphic Designer Elizabeth Braden, CJE, Communications Editor Evan Blackwell, Copywriter T. Edward “Blaze” Hayes, Area Sales Manager Mike Taylor, Journalism Specialist Consultants Cheryl Franzmann, CJE, Walsworth Yearbooks sales representative Mary Czech, Walsworth Yearbooks sales representative Lisa Green, Walsworth Yearbooks sales representative By Jessica Young Yearbook Adviser, Orange Glen High School STAFF MANAGEMENT THROUGH TEAM BUILDING STUDENT WORKBOOK Yearbook Suite | Staff Management STAFF MANAGEMENT THROUGH TEAM BUILDING Community is essential in any cooperative learning environment. In a class or club like yearbook, students need to be comfortable working with one another and supporting each other. Activities like ice breakers and warm-up games help break down potential barriers that students have and make it easier for them to bond with their fellow staff members.
    [Show full text]
  • Berkeley Public Library Organizational Assessment
    Berkeley Public Library Organizational Assessment November 14, 2017 Background and Objective PURPOSE Assess the Berkeley Public Library to ensure it is optimally governed and organized to serve the Berkeley community. BACKGROUND • The Library has experienced significant turnover in the Director position. Since 2014, the 2 Library has been led by three Directors, one Interim Director, and one Acting Director. • Turnover in key leadership positions has contributed to organizational instability, impacting the Library’s culture and ability to effectively function. • The BOLT requested that a comprehensive review and evaluation be completed by an independent third party to improve Library operations and services. Scope of Work SCOPE OF WORK This organizational assessment was designed to identify opportunities of improvement in governance, management, staff relations, operational performance, policies and procedures, and community partnerships. The assessment was conducted between July and November 2018 and consisted of four major phases: project initiation and management, fact finding, assessment of 3 operational performance, and reporting. The fact finding phase included: • 26 interviews with BOLT, managers, supervisors, staff, and community partners • An all-staff survey • Document review • BOLT meeting observation • Best practice research Commendations • Community Resources • Collections • Employee Commitment • Facilities • Strong Funding and Support 4 • Utilization of cross-functional, interdepartmental committees We would like to thank Library staff, management, and leadership for their participation in this study. Major Themes • Governance • Cultural Transformation • Change Management • Community-Centered Work 5 Observations & Recommendations 6 Enterprise Solutions: Critical Priority Governance The Library’s governing environment reduces organizational effectiveness and the Observation ability of the Library to deliver services to the broader community.
    [Show full text]
  • 93 Discretionary Decision Making in the Management
    93 DISCRETIONARY DECISION MAKING IN THE MANAGEMENT OF HUMAN SERVICE ORGANIZATIONS Therese J. Dent, Ph.D. Diplomate Clinical Social Worker, Lakeside Center; Adjunct Assistant Professor, st. Louis University, St. Louis Missouri Introduction Human service program directors are faced with guidelines for program delivery usually created at a level removed from local conditions. As one consequence, program directors are often confronted with a difficult choice--Do you follow the guidelines or do you deviate in order to deliver a good program? The research reported here demonstrates that at least some of the "cornmon sense" adaptive behaviors of those in the field charged with program delivery are the product of individual leader qualities and organizational dynamics. Discretionary decision making is most likely to occur when the decision maker has acquired information and knowledge which goes beyond or adds to that which structured the program guidelines. Use of discretion involves the acquisition and utilization of information unique to the local context that impels variation from a mandated guideline. Several theorists have described behavioral decision models founded on the notion of limited knowledge and bounded rationality (Simon, 1955; Etzionni, 1967, 1986; Braybrooke and Lindblom, 1963). These are pragmatic modifications of the classic rational planning model which idealistically and impossibly calls for complete information and rationality. The ability to perceive and interpret reality from a local implementing context adds to the font of information available to program decision makers. This added information facilitates and encourages the use of discretion regarding compliance with mandated guidelines at a local level. Rigid adherence to rules, which may be more typical of technological organizations, is frequently experienced as counter productive in human service organizations.
    [Show full text]
  • Workforce Performance Management Performance Audit Report
    FINAL REPORT Sound Transit WORKFORCE PERFORMANCE MANAGEMENT PERFORMANCE AUDIT March 3, 2020 Moss Adams LLP 999 Third Ave., Suite 2800 Seattle, WA 98104 (206) 302-6500 Table of Contents Executive Summary 1 A. Background, Scope, and Methodology 1 B. Themes 1 C. Summary of Findings and Recommendations 3 Introduction 6 A. Background 6 B. Scope and Methodology 6 C. GAGAS Compliance 9 Commendations 10 Findings and Recommendations 11 A. EMPLOYEE EXPECTATIONS 11 B. PERFORMANCE APPRAISALS 22 C. REWARDS, RECOGNITION, AND ACCOUNTABILITY 38 D. EMPLOYEE DEVELOPMENT 45 Appendix A: Performance Management Survey Results 50 A. Survey Respondent Profile 50 B. Survey Responses 50 Appendix B: Peer Benchmarking Results 60 Appendix C: Performance Appraisal Analysis 62 Appendix D: Management Response 63 Workforce Performance Management Performance Audit EXECUTIVE SUMMARY Sound Transit (the Agency) is a public transit agency that delivers transit projects to provide public transportation throughout Pierce, King, and Snohomish counties. In 2016, voters approved Sound Transit 3 (ST3), a plan that increased funding to the Agency by over $50 billion and fundamentally changed the size and strategic orientation of the Agency. To accommodate the steady and expanding growth of capital and operating functions, the Agency’s employee count is increasing and recently reached over 1,000 staff members. In response to this growth, the Agency’s Human Resources Department (HR, the Department) began implementing a new performance management program in 2017 to better equip departments and managers with the proper tools to sustain growth. In consideration of high level of growth and change within the organization in recent years, the Agency engaged Moss Adams, LLP to conduct a performance audit of the agency’s workforce performance management program.
    [Show full text]