Title: Developing a Workforce Plan: Setting the Foundation
Author: Metzinger, Danielle
Last saved by: Wise, Christina

^Developing ^a ^Workforce ^Plan:
^Setting ^the ^Foundation

Presented by
^Stacie ^Abbott, ^Workforce ^Planning ^Coordinator
^Brandon ^Littlejohn, ^Statewide ^Recruiter
^Erica ^Salinas, ^Analyst
^Danielle ^Metzinger, ^Analyst

^Objectives
Identify Recruitment, Retention, Succession
^•	^Planning ^Strategies
•	Develop the workforce plan
•	Implement and evaluate the plan
•	Workforce Plan examples
^3 ^Risk ^Areas ^of ^Workforce ^Planning
1.	Recruitment
2.	Retention
3.	Succession Planning
Develop strategies that mitigate risks based on gap analysis findings

^Gap ^Analysis ^Methodology
•	Equation for supply gap:
o	Current supply (headcount and competencies) minus retirements and separations equals future supply (headcount and competencies)
•	Current Gap:
o	Headcount Gap
•	Difference between current supply and current demand headcounts
o	Competency Gap
•	Difference between current supply and current demand in skill, knowledge, and ability
•	Future Gap:
o	Headcount Gap
•	Difference between the number of employees remaining in the current workforce after retirements and separations have been taken into account (future supply) and the number of employees needed in the future based on business needs (future demand
o	Competency Gap (3 kinds)
1.	Gaps in the portion of the current population remaining in the workforce after retirements and separations have been taken into account
2.	Competencies that retired and separated employees take with them
3.	Competencies needed in the future based on business needs
•	Equation for demand gap:
o	Current demand (headcount and competencies) minus business drivers equals future demand (headcount and competencies)
^Targeting ^Strategies
•	Align with strategic missions/goals
•	Utilize data to expose opportunities
•	Prioritize by key classifications and ^competencies
^Recruitment ^Strategies
•	Utilize Data: high competency gaps, high vacancy rates
•	Tailor recruitment strategies
•	Hiring processes
o	Exams
o	Application screening
o	Behavioral interviewing
^Contact ^the ^Statewide ^Recruiter

Brandon Littlejohn Statewide Recruiter (916) 324-9379
^Brandon.LittleJohn@calhr.ca.gov
^Retention ^Strategies
Utilize data: high turnover, high transfer patterns
•	Employee satisfaction survey
•	Input from division/program management
•	Retention Strategy Survey (when available)
^Examples ^of ^Retention ^Strategies
•	Employee recognition program
•	Knowledge transfer opportunities
•	New Employee Onboarding
^New ^Employee ^Orientation ^v. ^Onboarding
•	Orientation and onboarding are different ^processes
•	Onboarding represents a form of institutional knowledge transfer while orientation is simply transfers explicit knowledge
^New ^Employee ^Orientation
•	Focus on transactional processes (ie: ^computer ^set-up, ^acquiring ^name ^badge)
•	Less than 1 week
•	Executed by designated division/program
•	Addresses benefits	and provides departmental overview
•	Employee participation is passive
•	Establishes new hires into department
^Onboarding
•	Assimilation process focused on tools and ^knowledge ^to ^be ^successful
•	Includes 1^st year
•	Integrates multiple functions/individuals
•	Addresses all new employee needs over long- term period
•	Employee participation is active
•	Aims to increase likelihood of retention and ^productivity
^Onboarding ^at ^the ^Department ^of ^Technology

Download the New Employee Onboarding Plan from the Department of Technology
^Succession ^Planning
•	Purpose: Mitigate separation risks
•	Process: Recognize, develop, and retain leadership talent especially in critical classifications
•	Product: Practical strategies to develop a ^pipeline ^of ^future ^leaders
^Succession ^Planning ^Strategies
•	Voluntary nomination to leadership ^development ^program
•	Knowledge transfer opportunities
^Knowledge ^Transfer	^Goals
•	Mitigate retention and separation risks
•	Develop current workforce
•	Ensure important knowledge is not lost
^Types ^of ^Knowledge
•	Explicit = concrete
o	Procedural knowledge
•	Tacit = experiential
o	Personal characteristics
o	Development of cooperative partnerships
•	Both
o	Institutional knowledge
^Examples ^of ^Explicit ^Knowledge ^Transfer ^Strategies
•	Individual professional development
•	Desk manuals
•	Online options
•	Orientation
^Examples ^of ^Tacit ^Knowledge ^Transfer ^Strategies
•	Coaching
•	Career development
^Examples ^of ^Institutional ^Knowledge ^Transfer ^Strategies
•	Group activities
•	Cross-training
•	Mentorship
•	Job shadowing
•	Onboarding

^Knowledge ^Transfer ^at ^Caltrans
Download the Knowledge Transfer Guidebook from Caltrans
^Benefits ^of ^Mentorship
•	Builds bench strength
•	Provides global perspective
•	Strengthens diversity
•	Engages staff in departments mission
•	Supports succession planning
•	Fosters trust, respect and openness
^Mentorship ^Best ^Practices
•	Voluntary participation
•	Identify development goals
•	Respect confidentiality in sessions
•	Respect each other’s time
^Informal ^Mentorship ^at ^CalPERS
•	Download ^the ^Informal ^Mentoring ^Toolkit ^for ^Managers ^and ^Supervisors  ^from ^CalPERS
^•	^Download ^the  ^Informal ^Mentoring ^Toolkit ^for ^Executives ^and ^Senior ^Leaders  ^from ^CalPERS
^Workforce ^Plan ^Template
Download the Workforce Plan Template
^Establish ^Metrics 
•	Specific
^•	^Measureable
•	Achievable
•	Realistic
•	Time-Bound
^Communicate ^the ^Plan
•	Plan to communicate to stakeholders about progress in a relevant and timely manner
•	Who needs to know what? How often? In what way?
o	Refer to Workforce Plan Template Appendix D (page ^10)
•	Keep department engaged
o	Share workforce and succession planning articles
o	Advertise professional development opportunities
o	Maintain employee recognition program
^Implement ^the ^Plan
•	Follow the Action Plan Benchmarks and Communication Plan you have developed for each initiative
^Evaluate ^the ^Workforce ^Plan
Download the Workforce Planning Evaluation Assessment Tool