Work Arrangements Playbook May 2022
WELCOME! This playbook was developed to support equitable decision making when determining flexible work options as we incorporate the learnings from our Fall and Spring work arrangement pilots. It applies to non-faculty staff in academic and administrative units*.
Playbook Overview This playbook provides the guidance, resources, and tools to assist Academic and Administrative Unit Leadership in ensuring the alignment of work arrangements with guiding principles and business objectives to fulfill the central mission of the university through teaching, research, artistic creation, professional practice, and selected forms of public service. There are two main sections of the playbook for finalizing work arrangements: 1. Decision Making Framework 2. Implementation Resources
*Note that the business case template introduced in this playbook will ask Academic Units to share faculty data as well to ensure the university has a complete snapshot of its workforce at any point in time.
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PLAYBOOK TABLE OF CONTENTS Preface 4 5 6
Priorities Plan Guiding Principles
7 8
Equitable Approach Work Arrangement Guidelines
15 16 17
Step 4: Team/Collaboration Factors Step 5: Schedule Options Finalizing the Business Case
Implementation Resources Summary Communication and Collaboration Trojan Family
22 23 24
IT Security & Best Practices Equipment Resources Guidance for Leaders
Flexible Work Agreements USC Technology Agreement Workday Work Arrangements Trojan Thinking
31 32 33 34
Position by Employee Category Business Case Framework Biannual Assessment Process Relevant Policies
Section 1: Decision Making Framework 10 11 13 14
Decision Making Process Step 1: Work Arrangements by Category Step 2: Role/Function Factors Step 3: Mission/Business Objective Factors
Section 2: Implementation Resources 19 20 21
Appendix 27 28 29 30
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Preface
PRIORITIES
As we incorporate the learnings of our Fall 2021 and Spring 2022 work arrangement pilots into our 2022-2023 Academic Year, we are guided by two priorities:
Academic excellence through providing our students with a world-class education and advancing cutting-rate research
Flexibility and engagement to retain and attract top talent
Fall 2021 Guiding Principle
Spring 2022 Great Resignation
It is important to note that there is not a one size fits all solution, so rather than taking a prescriptive approach, this guidance builds upon pilots of Fall 2021-Spring 2022 and establishes guardrails for exploring and implementing flexible work arrangements. 5
EQUITABLE APPROACH While it’s important to recognize the specific needs and circumstances of different schools, units, and populations, it’s also important for the university’s overall approach to be consistent, so employees are not treated differently. Below is a list of considerations to ensure an equitable approach: •
Consider impact of employee work arrangements on workload of team members.
•
Ensure equitable access to supervisor support, professional development, and resources to maximize employee success regardless of work location.
•
For employees who must be on-site, explore creative work schedule opportunities to extend flexibility.
•
Performance evaluation of on-site, hybrid, and remote employees should be applied consistently.
•
Be aware of the tendency to make decisions filtered through stereotypical assumptions around protected status as defined in the University Policy on Prohibited Discrimination, Harassment, and Retaliation
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2022-2023 Academic Calendar Work Arrangement Guidelines Each school and unit is unique and there is not a one-size-fits-all solution to workforce planning. The guidance below, based on lessons-learned from the Fall and Spring pilots, is provided to support an effective hybrid working environment as developed by school and unit leaders with the unique needs of the business in mind.
Schools & Units will… •
use university-provided business case template to document work arrangements for FY2023 and follow business case review process.
•
ensure optimal on-site presence and coverage to meet business and constituent needs, recognizing there may be needed adjustments throughout the year.
•
develop an intentional plan to leverage technological solutions and establish working norms that optimize collaboration, communication, and team building.
•
take an equitable approach to implementing work arrangements, including: § considering the impact of work arrangements on employee workload. § ensuring access to supervisor support, professional development, and resources to maximize employee success regardless of work location.
•
as needed, utilize alternative work schedule opportunities (e.g., early/late start) to extend flexibility for on-site employees.
•
as needed, adjust work arrangements to ensure ongoing alignment with guiding principles, business objectives, and any accreditation requirements.
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2022-2023 Academic Calendar Work Arrangement Guidelines The guidance below, based on lessons-learned, is provided to support supervisors in managing an effective hybrid Guidelines working environment to meet the school and unit business objectives and fulfill the mission of the university. Supervisors will… •
not be fully remote if supervising on-site employees, unless there is either a documented justification (including due to extraordinary circumstances) or alternative supervisory coverage.
•
set expectations through conversations with direct reports, including discussing: days each team member must work onsite, hours of work, job and performance requirements, expectations when working off-site (e.g., ensuring child and dependent care arrangements are in place), expectations that staff remain well-informed of what is taking place on campus in their units, and requirements of in-person presence for critical meetings/business needs/team building/group efforts.
•
require staff to be on-site as needed, regardless of work arrangement, to fulfill business and constituent needs and to attend meetings, training, and team building.
•
use best efforts to give at least one week’s notice when requiring staff to be on-site, understanding that urgent business needs may arise that require less notice.
•
model expectations for employees.
•
frequently check-in with direct reports to keep a pulse on morale and to share feedback and learn what is working and what needs to be adjusted.
•
work with SBO and HR Partner to adjust work arrangement plans, as needed, based on needed changes to ensure work arrangements align with guiding principles, business objectives, and any accreditation requirements. 9
Section 1: Decision Making Framework
DECISION MAKING PROCESS 1
Work Arrangement by Employee Category 2 Work Arrangement by Role/Function 3
Mission / Business Objectives Factors 4
Team / Collaboration Factors 5 Schedule Options 11
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EMPLOYEE CATEGORIES
During the Fall “pilot” phase, it became apparent that our four distinct employee categories have unique competitive labor markets, as well as constituents (e.g., students, prospective students, faculty, staff, patients, etc.) Employee Category
Definition
Aligned Work Arrangements
Faculty
Faculty play a key role in the academic mission and residential experience, therefore in addition to research and teaching faculty often hold office hours, engage in student advisement, interact with other faculty / academic staff, as well as participate in departmental and university committee work.
Hybrid Fixed Hybrid Fully Remote (online programs)
Academic staff
As a key resource that provides direct support to students, prospective students, and faculty these staff are on the front-lines of advancing the academic and research mission. These employees develop programs and high impact services aimed at enhancing the student experience.
Administrative staff
These positions are providing administrative support to the Schools and Units and often do not have direct constituent interaction and thereby represent back-office functions. Also, unlike faculty and academic staff, these employees have job function that do not necessarily have to be in higher education (IT, Finance, Coms, HR, etc.). This distinction is relevant because the competitive talent market is different for these employees, often competing against the private sector.
On-site Hybrid Fixed Hybrid Fully Remote
Health Enterprise
These employees are delivering clinical care with a focus on patients and operating in yet another distinct employment environment in the healthcare setting, often competing for talent against healthcare providers.
On-site Hybrid Fixed
On-site Hybrid Fixed
Work arrangement options for an employee category may not be appropriate for every individual in that employee category. This is the starting point. To see the job profiles within each employee category , please click here. 12 Role/function-based factors will be considered in the next step.
USC WORK ARRANGEMENTS
Hybrid Roles
Work arrangements are driven by departmental functions and aligned with department business needs.
On-site
On-site five days; may work remotely on occasion or through alternative schedules.
Hybrid Fixed
Fixed schedule 3 days on-site, or 2-3 days, if office sharing.
Hybrid
On-site as tasks/constituents/supervisors demand
Fully Remote
Employees who are 100% remote, and will come on-site for team building, trainings, or all-hands meetings, as directed by supervisors.
Schools and units may utilize alternative work schedule opportunities (e.g., early/late start, seasonal schedules, 4 days on-site) to extend flexibility for on-site employees.
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ROLE/FUNCTION FACTORS Below are a list of questions to help you understand the role and function of the position in relation to the constituents they serve to determine the optimal work arrangement for both the school/unit and the employee.
Role/Function Considerations: • Is the position student-facing? • Does the job require in-person interactions with faculty, staff, students, or other members of the Trojan community on campus?
• Was the job performed remotely during the COVID19 pandemic when the USC campus was not open to students? Was this done successfully?
• Are there resources, technological or otherwise, that are required to perform the job that are only available § If yes, what percentage of the job on-campus? requirements include in-person interactions? Are any of the job requirements able to be • Does the position include supervisory responsibility? performed remotely? § Are there currently, or might there be in the • Are there elements of the job that are only future, any managerial responsibilities included accessible on campus (e.g., facilities)? in the job requirements? § If yes, Where are the supervisees located? 14
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MISSION/BUSINESS OBJECTIVE FACTORS Utilizing the questions below the school/unit can determine whether the work arrangement enables an employee to fulfill the mission of the university while meeting constituent demands and business objectives.
Mission/Business Objective Considerations: • Does the flexible work arrangement empower the school/unit to fulfill the guiding principles? • Does the flexible work arrangement help drive the mission of the university? • Does the flexible work arrangement help drive the strategic objectives of the school/unit? • How does the flexible work arrangement impact the school/unit’s ability to meet constituent demands and achieve business objectives?
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4
TEAM/COLLABORATION FACTORS The questions below will help determine whether the work arrangements ensure the ability for departments and units to effectively collaborate and connect as this is essential to furthering our unifying values, building effective teams, and driving our business objectives.
Team/Collaboration Considerations: • Can teams be managed/developed in a hybrid/remote environment? § § §
•
How will supervisees engage with their manager? How do you ensure equitable access to managers? What percentage of the supervisees are co-located? How will they connect/collaborate with each other? Is performance management able to be effectively performed?
Can the team work effectively in a hybrid environment? § §
Is the job highly collaborative? Is this collaboration negatively impacted in a remote/hybrid environment? Are there significant cultural implications associated with remote/hybrid performance of the job? o
Can those implications be managed? 16
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SCHEDULE OPTIONS • USC is a residential campus that operates 24/7, therefore schedules should be driven by departmental functions and aligned with department business needs. • This section provides some flexible schedule options regardless of work arrangement as well as highlighting a few ideas to consider for hybrid teams.
Options for All Work Arrangements: Options
Definition
Example
Adjusted Work Schedules
Non-standard hours
7am-4pm, 10am-6:30pm. This could help mitigate commute issues
Seasonal Flexibility
Different schedule or work arrangement in the “off-season”
Remote/hybrid work during academic calendar breaks. This could be effective for student facing units like Student Affairs and Academic Units
Considerations for Hybrid Teams: • Everyone in the office on the same day for in person meetings and/or activities • Rotational schedules to meet specific business needs – helpful for a team providing in person services • Identifying core hours when everyone is available for collaborative work
These are not an exhaustive list of options. It is important to work with your HR Partner to find the methods that work best for your team culture. 17
FINALIZING THE BUSINESS CASE • Following steps 1-5, departmental leaders were able to understand the potential work arrangements for their employees and teams that enable the department to meet business objectives while fulfilling the university’s commitment to students, faculty, and staff. • Departmental leaders will take this data/insights to formulate a succinct work arrangement plan, which will be submitted to the SVP/Dean • Work Arrangement plan should include the following details: § Department level Work Arrangement Mix §
Work Schedule with the percent of overall employees that will be onsite per day
§
Building location
§
Overall assessment of how the work arrangements align to the School/Unit business objectives and will enable the department to fulfill its commitment to its stakeholders.
§
The opportunities that the work arrangements provide to the department to operate effectively
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FINALIZING THE BUSINESS CASE CONTINUED • SVP/Dean will aggregate all Work Arrangement Plans into a comprehensive School/Unit Business Case • This School/ Unit business case will provide leadership with the following key insights:
Driving Force This is the “why” that is driving the work arrangements plan for your school/unit
School/Unit Future State Analysis Full breakdown of the work arrangement: • Work arrangement mix (e.g., percentage of employees onsite, hybrid, remote) • Schedule breakdown that shows the percentage of employees on-site each day • School/unit building locations and average daily occupancy rates • Business demands, which highlights how work arrangements align with business objectives and constituent demands • Opportunities, establishing the benefits of the work arrangements (e.g., talent retention, etc.) • Department Work Arrangement Analysis in appendix
Plan to Optimize Work Arrangements This section outlines “what” your school/unit will do to optimize work arrangements and ensure that employees can effectively communicate, collaborate, and connect (e.g., monthly in person meetings, teams all present on the same day per week, etc.)
School/Unit Business Case submitted to Work Arrangements Committee for review and approval
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Section 2: Implementation Resources
IMPLEMENTATION RESOURCES The following resources are provided to assist schools/units in successfully implementing work arrangements, incorporating engagement, and creating an effective hybrid work environment.
Communication and Collaboration
Guidance for Supervisors
The Trojan Family
Equipment and Resources
IT Security and Best Practices
Relevant Policies
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COMMUNICATION & COLLABORATION
Set standards and expectations for staff meetings, team meetings, and informal connection opportunities. These could include: • Regular and predictable check-ins such as: § Weekly team zoom meetings § 1 on 1 meetings every other week with your direct reports (alternating Zoom and in person) § Monthly departmental meetings (alternating Zoom and in person) § Quarterly all hands in person Division meetings • Protocols for determining Remote vs. In-person meeting formats § Maintaining an up-to-date calendar for scheduling and collaborating with colleagues • The whole team in on certain day of the week for face-to-face meetings and/or activities • Define core hours when everyone is available for meetings and other collaborative work
This is not an exhaustive list of options. It is important to find the methods that work best for your team culture. 22
THE TROJAN FAMILY At USC we are dreamers and realists, scholars and students, artists and athletes, engineers and entrepreneurs, leaders and colleagues. We are a tightly connected family with members found in every country and continent. When you become an employee, you become a Trojan for life. Therefore, getting acquainted with the campus culture, even if you are in a hybrid fixed, hybrid, or remote work arrangement, is crucial to developing a sense of belonging and a commitment to the institutional mission and our Trojan Family.
Learning about USC • • • •
University mission and values link USC by the Numbers link Campus Tour (in-person, self-guided, or virtual) link New employees attend New Employee Orientation link
Connecting with the Trojan Family • Serve the community link • Enroll in a class link • See the Employee Gateway link
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IT SECURITY & BEST PRACTICES Requirements •
Follow all USC IT security policies
•
In consultation with IT support staff, ensure you keep up with software updates; don’t delay them
•
Use two-factor authentication in accordance with USC standards
Recommendations •
Use the VPN for access to campus applications
•
Avoid clicking on unknown or suspicious links
•
Avoid public wi-fi unless connected to VPN
•
•
Refrain from storing files locally on your computer
Be aware of surroundings and use a virtual background on Zoom to avoid oversharing
•
Secure your home wi-fi router with a strong password
•
Have a backup plan (e.g., commute to campus, mitigate single points of failure) in case of power or internet outage
Resources •
Office of the Chief Information Security Office - Quick Reference Guides
•
Ways to Strengthen Home Wi-Fi Network Security
•
Keeping USC’s Data Safe by following Best Practices
Working from home provides employees with flexibility, but it is important that we have the tools and best practices to make our home environment as safe and secure as the office environment. When in doubt, or if you encounter any difficulty be sure to get help from your local IT support and/or HR Partner. 24
EQUIPMENT & RESOURCES
Resources are provided according to business need and state requirements.
Workspace / duty station
Technology Office Supplies Office Furniture Work Phone Internet Travel, Transportation, and Parking
On-site
Hybrid Fixed
Flexible / Remote
Provided
Provided on-site, but individually assigned space not guaranteed depending on departmental space needs; Employee responsible for providing an appropriate off-site workspace
Employee responsible for providing an appropriate off-site workspace, no individually assigned space on-site
According to business need, provided laptop, 1 monitor and docking station on-site, 1 monitor and docking station at remote workspace
According to business need, provided laptop, 2 monitors at remote workspace
Provided on-site
Pick up on-site or option to ship to employee
Provided
Provided on-site; employee responsible at remote location
Employee responsible
Provided
Provided on-site; soft phone may be used at remote location
Soft phone provided as part of campus transition to Zoom phone
Provided
Provided on-site; See technology stipend procedure to determine employee eligibility
See technology stipend procedure to determine employee eligibility
Provided Provided
Employee responsible, see transportation and parking for options 25
GUIDANCE FOR LEADERS (1/2) To be successful in this new way of working, long-term, we should be open to developing new habits and thinking differently. As leaders, you will play a key role in this transition. 1. Consider the Work Arrangement: • On Site, Hybrid Fixed, Hybrid, Remote • Work Arrangements are based on the role, not the person in the role • Success in this new way of working requires mutual trust and accountability 2. Think Differently / Get into the right mindset • Consider Trojan Thinking – see appendix • As leaders, you are key to fostering an inclusive and engaging environment for all employees, regardless of work arrangement or work location Think differently about
Focus more on
Attendance in the office, work hours, work location, physical proximity
Flexibility, high performance, service to constituents, culture, how work gets done
3. Engage your Team • This will be different for your team, so you will need to spend time talking through what it means for how your team will work together • Make sure to discuss the days you expect each team member to be in the office, their hours, performance expectations, and flexibility related to critical meetings/business needs
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GUIDANCE FOR LEADERS (2/2) 4. Lead the way • Employees in each work arrangement type will need to develop a set of habits and expectations for our evolving work arrangements to be successful • For your team to truly embrace these habits, it is important that leaders model the recommended desired behaviors: § § § §
§
Talk about this being open to change Use technology so everyone knows where you are Ensure you and your team agree on the times that it is important to be in the office Set expectations and trust your team to be where they need to be based on your mutually agreed upon approach Consider participation when scheduling meetings
§ § §
Understand that productivity is not measured by location Try and build flexibility into the schedule Don’t use work arrangements as a form of privilege
5. Keep Checking In • You will begin to learn what is working and what needs to be adjusted as you and your team engage in this new way of working. Be sure to schedule regular touchpoints with your team to share feedback and talk through concerns.
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Appendix Flexible Work Agreement USC Technology Stipend Workday Work Arrangement Documentation Trojan Mind Positions by Employee Category Business Case Framework Biannual Assessment Process Relevant Resources
2022-2023 WORK ARRANGEMENT AGREEMENT Sample Screenshots
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TECHNOLOGY STIPEND • Technology Stipend should be issued to cover the cost of home internet services. • Technology Stipend must be provided in the following situations: §
Employees who are in a fully remote work arrangement and where the unit no longer has a seat for them, must receive the Technology Stipend.
§
Employees in a hybrid work arrangement will receive a pro-rated stipend for the days they are required to work remote and there is a not a seat for them onsite.
Note: The Mobile Stipend is a separate stipend and should be utilized for providing employees with a stipend to purchase a cellular/data service plan. 30
WORKDAY WORK ARRANGEMENT DOCUMENTATION A
Editing Work Arrangement Status 1. (A) Begin by Navigating to the worker profile. Then click on Actions 2. Scroll down in the Actions menu a) Hover over Additional Data. b) Click Edit.
B
3. (B) Edit Additional Data page will open. a) In the Custom Object field, type Work Status. b) Then, click Ok. 4. If making more than 20 profile changes an EIB load is available (email {insert name – hyperlinked} to request an EIB form 31
TROJAN THINKING
A new way of work requires a new way of thinking. These four Trojan Thinking mindsets will help to enable the culture and desired work experience for all Trojans.
Business-Driven
Employee-Minded
Trusting
Intentional Workday
• We put our constituents first
• We create a culture of exceptional performance and flexibility
• We trust each other to get the work done independent of location
• We are purposeful on using the office to connect with collaborators
• I let my team and collaborators know where I am and the best way to reach me • I coordinate with my team to work where it make sense for my day and the work that needs to get done • I consider but don’t question others’ schedules and work location • (Leaders) I check in on my team’s well-being and let them know if they need to be in the office more than expected
• I manage my time to provide the best experience possible to everyone I interact with • I commit to collaborating, no matter my work location • I am considerate of others’ work styles and preferences • I prioritize collaboration and connection when I am in the office • (Leaders) I normalize an intentional workday, validating it by being in the office when it makes most sense 32
Examples of “Trojan Thinking” in action: • I work hard to adapt meeting styles and preferences from constituents and partners into my planning • My focus is on the business needs and enabling processes to deliver excellence • (Leaders) I provide my team with a clear understanding of expectations
• I schedule time in the office to overlap with collaboration and team building opportunities • I include a video conference link on all invites to proactively include everyone • (Leaders) I plan to be on-site on different days and times and use that time to schedule face-to-face meetings
POSITIONS BY EMPLOYEE CATEGORIES, NON-EXHAUSTIVE Top 10 job profiles (in descending order) for each employee category. Detailed spreadsheet documenting all job profiles by employee category can be found here. Academic Staff
Administrative Staff
Faculty
Health Enterprise
• • • • • •
• • • • • • • •
• •
•
• • • •
Student Services Advisor II Clinical Laboratory Scientist Student Programs Advisor II Research Scientist (Staff) Research Associate Associate Research Administrator Admissions Counselor II Events Coordinator Admissions Counselor I Career Services Advisor, Senior
On-site Hybrid Fixed
• • •
Administrative Assistant II Program Administrator Program Specialist Payroll Coordinator HRIS Analyst Accountant II Administrative Assistant I Guest Services Representative (Union Only) Community Service Officer I Culinary Services Associate (Union Only) Budget/Business Analyst
On-site Hybrid Fixed Flexible Fully Remote
• • • • • • • •
Professor Assistant Professor Of Clinical Adjunct Instructor Part Time Lecturer (E) Associate Professor Assistant Professor Adjunct Professor Associate ProfessorInstructional-Non-Tenure Track Associate Professor Of Clinical Professor-Instructional-NonTenure Track
Hybrid Fixed Flexible Fully Remote (online programs)
• • • • • • • • •
Clinical Assistant Professor(Med-Ft) Clinical Associate Prof(MedFt) Clinical Instructor(Med-Ft) Professor Of Clinical Part-time Clinical Assistant Professor Adjunct Instructor Of Clinical Assistant Professor Of Clinical-Med Only Part-time Clinical Associate Professor Clinical Professor(Med-Ft) Part-time Clinical Professor
On-site Hybrid Fixed 33
BUSINESS CASE FRAMEWORK • Why – Driving Force - The importance of the school/ unit’s implementing the work arrangement plan • Current State Analysis § X % of employees are on-site § Y% of employees are hybrid-fixed
Z% of employees are hybrid § A% of employees are fully remote §
• Process used to come to future state – The thought process/ideas/pilots that have guided the vision for the future work arrangement plan • Future State / Future Work Arrangements § X % of employees will be on-site, hybrid-fixed, hybrid, fully remote – Short rationale if there is a change from current state § Y% of employees are on campus, off-campus § Z% of employees by days of the week and building location • Alignment to Business Objectives and Fulfilling the Mission – Short description on how the work arrangement plan is aligned to accomplishing school/unit business objectives and change will fulfill the mission of the university • Optimizing Work Arrangement Plans – The activities that will be put in place to ensure the work arrangement will be effective
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BIANNUAL ASSESSMENT PROCESS 1
2
3
4
HRIS team pulls WD report(s) of workforce data for all units
HRIS team sends report to HREC Strategy team
HREC Strategy team (on behalf of Work Arrangements Committee) performs assessment of work arrangements
HREC Strategy team delivers analysis to unit leaders
ü Report(s) should include all active employees and those who have become inactive in the semester in which the report is pulled
ü HRIS team sends report via email to HREC Strategy
ü Fields should include (but are not limited to): § § § § § § § § § § §
Worker Employee ID Division Department Position Work arrangement Location Employee status Employee start date Employee end date Open roles
ü HREC Strategy aggregates data and forwards school/unit report to each Dean/SVP ü Data to may include: § % of flexible work arrangements per unit by work persona § Comparison of work arrangements for same/similar job codes § Employee turnover per unit/department
ü HREC Strategy team will meet with each unit leader to understand business impacts of the work arrangements ü Conduct constituent feedback interviews with Faculty, Staff, and Students to understand constituent impacts
ü Figures are prepared and added to an ongoing status report, updated each semester ü HREC Strategy team identifies any risks, issues, and mitigation strategies
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RELEVANT RESOURCES • USC Employee Gateway - https://employees.usc.edu/ • Employee Help - https://employees.usc.edu/hr-service-center/ • Calendars - https://employees.usc.edu/university-holidays/ • Human Resource Contacts - https://employees.usc.edu/human-resources-contacts/
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