Research on talents

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Presentation research TM by Cubiks, presented at a conference with IBM

Presentation research TM by Cubiks, presented at a conference with IBM

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  • 1. How do organisations identify talent and assess potential? A benchmark study of high potential assessment methods Amsterdam, April 22nd 2009 Dimmy van Zanten, Country Manager NL
  • 2. Cubiks Talent Benchmarking Study
    • To help employers understand how organisations identify talent and assess potential, Cubiks recently conducted a detailed study of the Talent Management processes that are being used in commerce and industry today
    • The study involved:
      • Review of the Talent Management approaches adopted by over 30 multi-national companies
      • Stakeholder interviews
      • Review of academic literature to identify the latest models and research
  • 3. The study gave insights in two aspects:
    • Findings on important aspects of the process
    • Insights in the characteristics employers consider to be the most reliable predictors of potential
  • 4. Agenda
    • Findings on the process
    • Short or long-term focus?
    • Who conducts the assessment?
    • What rating system is applied?
    • Insights in the characteristics
    • What are the critical high potential competencies?
    • What role does personality play?
    • General Mental Ability
    • Understanding the role of derailment factors
  • 5. Short-term focus on financial results results in short-term focus on potential
    • Most organisations focus on predicting short-term career progression rather than identifying the ultimate management level an individual can reach in their organisation
    • Organisations that adopt a short-term approach to talent identification often have:
      • Relatively high staff turnover
      • Short-term focus on financial results
      • Highly dynamic operational environment
    • These organisations typically use annual or bi-annual assessment to identify individuals who can progress one or two ranks or levels within the next 2 years.
  • 6. Low staff turnover leads to long-term focus
    • Organisations characterised by low staff turnover tend to adopt a longer-term approach to talent assessment
    • Such organisations seek to identify potential as early as possible in the career of an employee, and focus on attempting to predict ultimate career success
    • Assessment processes in these organisations tend to be initiated every 2 to 3 years
  • 7.
    • In most cases , line managers are asked to rate individuals and the ratings are then further reviewed in discussions with wider groups of senior managers
    • Some organisations ask high potential candidates to assess themselves
    • Some use 360 degree feedback as a way to assess potential
    • In rare cases , talented individuals are identified by senior managers during steering group meetings facilitated by HR
    Who conducts the assessment?
  • 8. What rating system is typically applied in Talent Assessments?
    • The most popular method used to rate high potentials is by applying a double-rating
      • 50% on performance
      • 50% on potential
    • Some organisations use a box grid (see example on following slide)
    • Often a ‘forced distribution’ is applied to spread individuals across the different areas of the grid
  • 9. Example box grid Low High High Performance Potential 5 - 10% 5 - 10% 40% 40% Individuals in this group could move to achieve high performance with the right training or coaching Individuals in this group may be given a performance improvement plan or be managed out This group is given entry to high potential programme This group may need exposure to different areas of the business
  • 10. Those not considered to be High Potentials…
    • Tend to be offered restricted training and career development opportunities
    • Are given limited exposure to stretch assignments and projects
    • Consequently these individuals:
    • Have limited visibility in the organisation
    • Do not come to the attention of senior management
    • Are not able to achieve the recognition which may place them on a faster track
  • 11. Agenda
    • Findings on the process
    • Short or long-term focus?
    • Who conducts the assessment?
    • What rating system is applied?
    • Insights in the characteristics
    • What are the critical high potential competencies?
    • What roles does personality play?
    • General Mental Ability
    • Understanding the role of derailment factors
  • 12. What are the critical high potential competencies?
    • Organisations and academics both seek to identify key behavioural competencies for high potentials
    • The critical high potential competencies identified include :
    • Leadership
    • Teamwork
    • Vision
    • Planning
    • Judgement
    • Risk taking
    • Strategic Thinking
    • Communication skills
    • Confidence
    • Entrepreneurship
    • Presentation skills
  • 13. ‘ Meta-competency’: Learning focus
    • A number of the academic studies reviewed emphasised the importance of ‘Meta-competency’
    • Meta Competency is:
      • An individual’s awareness of their own learning patterns
      • A willingness to go against the grain of previous learning patterns to do something new
      • Flexibility and adaptability in learning efforts
    • The presence of Meta-Competency is essential in the identification of high potential as this helps individual's to acquire the key behaviours which are required to achieve success
  • 14. Organisation specific competencies
    • Some organisation-specific competencies are also relevant to the assessment of potential:
      • Eg. Creativity is likely to be important in scientific or technological organisations
    • In other instances, the operational culture may play an important role:
      • Eg. Safety awareness is an important competency in petro-chemical organisations
  • 15. What role does personality play?
    • The most common trait linked to effective job performance cited in the academic studies was ‘Conscientiousness’
      • i.e. the degree to which an individual is achievement-oriented, careful, hard-working, organised, persevering, responsible and thorough
    • ‘ Extraversion’ was identified as a valid predictor for some managerial roles
    • ‘ Openness to Experience’ is likely to be important for training efficiency and has links to learning focus
  • 16. Emotional intelligence
    • Some aspects of Goleman's four quadrant emotional intelligence model can predict potential
    • In particular the competencies of ‘Self-awareness’ and ‘Willingness to seek and respond to feedback’ were deemed to be important indicators of potential
  • 17. General Mental Ability
    • General Mental Ability (sometimes referred to as 'G') was identified as the most consistent predictor of potential up to 5 years into service with an organisation
    • Many organisations include cognitive tests as part of their high potential assessment processes
    • Some organisations use assessments together with other evidence to build an overall picture of an individual's applied intellectual capacity and cognitive ability
  • 18. Understanding the role of derailment factors
    • Derailment factors consist of a range of personality traits and behavioural tendencies , which can potentially have a negative impact on an individual's longer-term career success.
    • Depending on the severity of impact, these factors may cause an employee's career to stall temporarily or derail prematurely
    • The impact of derailment factors is likely to be exacerbated by an escalation in workplace challenges and responsibilities (inherent with taking on more highly pressured senior management roles)
  • 19. Derailment factors include:
    • Tendency to over-control
    • Egotistical tendencies
    • Aggressive tendencies
    • Irritability
    • Insensitivity
    • Aloofness
  • 20. Summary
    • The short/long-term focus of the organisation will influence the approach taken towards Talent Management
    • Most employers consider both performance and potential as well as hard performance measures
    • High potentials receive a lot of investment – but are companies missing an opportunity by failing provide opportunities to other important players?
    • Competencies, personality, emotional intelligence and general mental ability are widely deemed to be important factors in High Potential assessment
    • Derailment factors and the pressure of being placed on the fast track cannot be overlooked
  • 21. How Cubiks can help
    • Establish the key behavioural competencies required for success in your organisation, particularly at senior management levels
    • Assess staff to gather evidence of their existing strengths and development needs
    • Provide you with the tools to measure the key behavioural competencies yourself
    • Assess personality to identify job performance, training efficiency and elements of potential
    • Help staff become aware of their learning patterns and develop flexibility in their learning styles
    • Pay close attention to derailment factors
    • Provide a range of interventions such as leadership programmes and one-to-one coaching that will enable talented people to achieve their true potential
  • 22. Your questions