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CEE Workshop on Winning the War for Talent 22-23 January 2013
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CEE Workshop on Winning the War for Talent 22-23 January 2013

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Master Facilitator: Prof Sattar Bawany, Strategic Advisor, IPMA Asia Pacific
Date: 22 and 23 January 2013
Venue: Pan Pacific Hotel Manila, Philippines
Organiser: Trueventus

The McKinsey Consulting report “The War for Talent” reported the challenges being faced by businesses and proved how these challenges are intensified by the significant changes occurring with the organization’s talent. In today’s globalized business environment, organizations are cultivating and accumulating human, organizational, and social capital as a means of gaining sustainable competitive advantages in order to respond to the critical business challenges that they face. Many managers and organizations are now coming to terms with the fact that human resources (HR) can play an important role in the company’s core and distinctive competencies. Although managers and organizations recognize the importance of the effectiveness of managing human capital, firms are yet to understand the process that leads to the appropriate implementation of HR policies and practices.

Talent management has never been more of an immediate concern than it is right now. But in the rush to fill a perceived talent management void, organizations must be careful not to rush into implementing initiatives or programs that are more about taking action than about implementing a well-crafted solution. Careful planning, culminating in a sound talent strategy that is tightly connected to the organization’s overall business strategies and business needs, is required for talent management to become ingrained in an organization’s culture and practices. Only when this happens is it possible for talent management to be both effective and sustainable.

Organizations know that they must have the best talent in order to succeed in the hypercompetitive and increasingly complex global economy. Along with the understanding of the need to hire, develop, and retain talented people, organizations are aware that they must manage talent as a critical resource to achieve the best possible results. Few, if any, organizations today have an adequate supply of talent. Gaps exist at the top of the organization, in the first to mid-level leadership ranks, and at the front lines.

Today’s leaders have to look at Talent Management from a multigenerational workforce perspective, For Leaders who have four generations of employees sitting in a meeting or working on a project, it can seem like each generation has its own worldviews, priorities, career models, motives and values. The Leader need to enhance their understanding of generational characteristics and the impact of their own management practices on each of these groups. They need to leverage on the strengths of each generation. Taking full advantage of the multi-generational workforce will enable employers to effectively attract and retain employees, build teams, deal with change, and increase employee engagement.

For details visit: http://ipma

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CEE Workshop on Winning the War for Talent 22-23 January 2013 CEE Workshop on Winning the War for Talent 22-23 January 2013 Presentation Transcript

  • MASTERCLASS ON WINNING THE WAR FOR TALENT: Strategic Talent Management in a Global EconomyProf Sattar BawanyCEO, Centre for Executive EducationStrategic Advisor, IPMA Asia Pacific22 - 23 January 2013Pan Pacific Hotel, Manila, Philippines © 2013 Centre for Executive Education www.ipma.com.sg
  • 2Are You A Tiger Or Deer? Every morning in Asia, a deer wakes up. It knows it must run faster than the fastest tiger or it will be killed.Every morning in Asia, a tigerwakes up. It knows it mustoutrun the slowest deer or itwill starve to death.It doesn‘t matter whether you are a tiger or a deer: when thesun comes up, you‘d better be running….. © 2013 Centre for Executive Education www.ipma.com.sg
  • 3Knowing Yourself © 2013 Centre for Executive Education www.ipma.com.sg
  • SESSION 1:INTRODUCTION © 2013 Centre for Executive Education www.ipma.com.sg
  • 5The S.C.O.P.E. Approach S HARE C HALLENGE O PEN MINDED P LAN TO IMPLEMENT E NJOY OURSELVES © 2013 Centre for Executive Education www.ipma.com.sg
  • 6 About Your Master Facilitator CEO, The Centre for Executive Education Strategic Advisor, IPMA Asia Pacific Managing Director & C-Suite Coach with EDA Asia Pacific Co-Chair of the Human Capital Committee of the American Chamber of Commerce in Singapore (AmCham Singapore). Member of Frontier Strategy Group‘s Expert Advisory Network (EAN) for Talent Management issues in Asia Pacific advising CEOs and CHROs of global and regional organisations. Over 25 years‘ international business management in executive coaching, facilitation, leadership development and training Adjunct Professor of Strategy at Paris Graduate School of Management teaching international business strategies, leadership development and human resource courses Previously assumed senior leadership roles with global management & HR consulting firms: DBM Asia Pacific, Mercer Human Resource Consulting, The Hay Group and Forum Corp © 2013 Centre for Executive Education www.ipma.com.sg 6
  • 7 Who We Are The Centre for Executive Education (CEE) is the Executive Development Division of The International Professional Managers Association (IPMA). IPMA is a global ‗not-for-profit‘ (NPO) members organisation headquartered in Kent, UK with Regional Offices in Europe, Africa and Asia Pacific CEE‘s mission is to assist client organisation to secure a leading position in their respective market place and developing a sustainable competitive advantage through developing their key asset, intellectual capital of the people. CEE is the Strategic Partner of Executive Development Associates Inc. (EDA) for executive coaching and custom-designed leadership development solutions to accelerate individual performance EDA established in 1982 is a pioneer and leader in creating custom- designed learning and executive/leadership development strategies, programs and processes to help clients (many Fortune 500 companies) achieve their strategic objectives and win in the marketplace. © 2013 Centre for Executive Education www.ipma.com.sg 7
  • 8Workshop ObjectivesThis workshop will provide you with a foundation of knowledgethat will enable you to: Gain an Understanding about the Context for Talent Management in today‘s Global Economy Understand and Implement of a Talent Management Model: Competency Management; Talent Acquisition; Talent Planning; Talent Development and Talent Engagement Leverage on a Proven Framework for Succession Planning in Developing Future Leaders (including High Potentials) Best Practices from Leading Global Organisations in Talent Management & Succession Planning Develop a Action Plan for implementing a TM Strategy © 2013 Centre for Executive Education www.ipma.com.sg
  • SESSION 2: DEMYSTIFYINGTALENT MANAGEMENT © 2013 Centre for Executive Education www.ipma.com.sg
  • 10What is Talent Management (TM)? Talent Management is the strategic management of the flow of talent through an organization. Its purpose is to assure that the supply of talent is available to align the right people with the right jobs at the right time based on strategic business objectives. The right supply of talented workforce is crucial to realize the strategic goals of the organization not only for today but also in the future. Organization‘s efforts to attract, select, develop, and retain key talented employees in key strategic positions. © 2013 Centre for Executive Education www.ipma.com.sg
  • 11Talent Management (TM) Concept TM introduced by Mc Kinsey consultants, in the 1990‘s TM is identified as the critical success factor in the achieving sustainable organisational success TM focuses on  differentiated performance: A, B, C players or employees influencing company performance and success  identifying key or critical positions in the organization Research has consistently show that firms do recognize the importance of talent management but they lack the competence required to manage it effectively © 2013 Centre for Executive Education www.ipma.com.sg
  • 12Talent Management ProcessesTalent Management processes include: Workforce planning Talent-gap analysis Recruiting Staffing Education and development Retention Talent reviews Succession planning Evaluation To drive performance, deal with an increasingly rapid pace of change and create sustainable success, an organization must integrate and align these processes with its business strategies. © 2013 Centre for Executive Education www.ipma.com.sg
  • 13Group Discussion: What is Talent? In your own Table Groups, develop a definition of what is Talent and who are the Talented People in your organisation? Prepare your Group Response on s Flipchart and appoint a Spokesperson to Present to the larger Group Duration: 10 mines (Discussion) and 5 mines (Presentation) © 2013 Centre for Executive Education www.ipma.com.sg
  • 14What is Talent?According to McKinsey; talent is the sum of a person‘s abilities, his or her intrinsic gifts, skills, knowledge, experience , intelligence, judgment, attitude, character, drive, his or her ability to learn and grow. © 2013 Centre for Executive Education www.ipma.com.sg
  • 15Who are Talented People? They regularly demonstrate exceptional ability and achievement over a range of activities They have transferable high competence in assuming different roles and responsibilities They are high impact people who are resilience, emotionally intelligence and can deal with complexity © 2013 Centre for Executive Education www.ipma.com.sg
  • 16The Business Case for Talent Management To compete effectively in a complex and dynamic global environment to achieve sustainable growth To develop leaders for tomorrow from within an organization To maximize employee performance as a unique source of sustainable competitive advantage To empower employees:  Cut down on high turnover rates  Reduce the cost of constantly hiring new people and also cost in training them © 2013 Centre for Executive Education www.ipma.com.sg
  • 17Talent Management: Value Proposition Talent Management strategies help ensure the quality, depth and diversity of a company‘s leadership and talent bench. Effective Talent Management accelerates businesses‘ ability to exceed performance expectations and drive future growth by:  Developing talent with the values, skills and experiences needed to be successful today and in the future  Aligning and integrating core HR processes with business processes to increase individual, team and organizational performance © 2013 Centre for Executive Education www.ipma.com.sg
  • 18Talent Management ModelVision, Mission, Strategy and Values Talent Management Strategy Talent Acquisition Sourcing, Selection and Onboarding Talent Planning Workforce Planning; Talent Metrics, Leadership Pipeline & Succession Planning Talent Development Performance Management; Leadership Development; Accelerating High Potential; Executive Coaching © 2013 Centre for Executive Education www.ipma.com.sg
  • 19 Talent Management fit within HR? Vision - Partner with the business to create organizational excellence through leadership and talent acquisition, management, development & engagement Goal – Align & integrate core HR processes with business processes TALENT ACQUISITION TALENT PLANNING TALENT DEVELOPMENT Proactively recruiting world-class, Ensuring a strong leadership pipeline Developing and executing diverse leadership talent to drive growth for today and programs, processes & tools to tomorrow. grow our current and future leaders Executive Recruiting Talent Planning Leadership Programs for High New Leader On-Boarding Potentials Candidate Slating Executive Coaching Assessment Performance Management and 360 Feedback Global Talent Development Development Planning TALENT ENGAGEMENT Identifying the level of engagement of employees to optimize contribution and reduce enhance retention Employee Satisfaction and Engagement © 2013 Centre for Executive Education www.ipma.com.sg
  • 20Talent Management in Today’s GlobalEconomy Companies today face formidable talent challenges. The ability to sustain a steady supply of critical talent is a challenge facing all organizations — worldwide. Among the issues impacting the ―next generation‖ workforce are impending skill shortages, an increasingly cross-generational and diverse workforce, the need for knowledge transfer from retiring baby boomers, and significant leadership gaps. Intense cost pressure from both traditional and emerging competitors, new markets, and more demanding customers are additional elements that give a new sense of urgency to the concept of talent management. © 2013 Centre for Executive Education www.ipma.com.sg
  • 21Top 5 Workforce Challenges1. Attracting and retaining skilled professional workers2. Developing manager capability3. Retaining high performers4. Developing succession pool depth5. Addressing shortages of management or leadership talent © 2013 Centre for Executive Education www.ipma.com.sg
  • 22Group Discussion One of the biggest challenges in Talent Management from an HR perspective is to obtain commitment from line management. What is your experience on the above and also identify other potential barriers to successful implementation of Talent Management and your recommendations to resolve them? Prepare your Group Response on Flipcharts and appoint a Spokesperson to Present to the larger Group Duration: 15 mins (Discussion) 5 mins (Presentation) © 2013 Centre for Executive Education www.ipma.com.sg
  • 23 Video on Your Role as Chief Talent Officer (CTO) How great leaders inspire action - Simon Sinek has a simple but powerful model for inspirational leadership all starting with a golden circle and the question "Why?”. Why should your Talent remain with your Organisation and as your Follower? “If you hire people just because they can do a job, they‟ll work for your money. But if you hire people who believe what you believe, they‟ll work for you with blood and sweat and tears.” - Simon SinekReferences:http://www.startwithwhy.com/http://www.youtube.com/watch?v=qp0HIF3SfI4http://www.ted.com/talks/simon_sinek_how_great_leaders_inspire_action.html © 2013 Centre for Executive Education www.ipma.com.sg 23
  • SESSION 3:COMPETENCY MANAGEMENT © 2013 Centre for Executive Education www.ipma.com.sg
  • 25Talent Management ModelVision, Mission, Strategy and Values Talent Management Strategy Talent Acquisition Sourcing, Selection and Onboarding Talent Planning Workforce Planning; Talent Planning Metrics, Leadership Pipeline and Succession Planning Talent Development Performance Management; Leadership Development; Accelerating High Potential; Executive Coaching © 2013 Centre for Executive Education www.ipma.com.sg
  • 26What is Competency?Competencies are the core elements of talent management practices They are the demonstrable and measurable knowledge, skills, behaviors, personal characteristics that are associated with or predictive of excellent job performance. Examples  Adaptability, teamwork, decision making, customer orientation, leadership, innovation etc. © 2013 Centre for Executive Education www.ipma.com.sg
  • 27Examples of Competencies and DefinitionsAction OrientationTargets and achieve results,overcomes obstacles, accepts responsibility, creates a results-oriented environment.....Interpersonal SkillEffectively and productively engages with others and establishes trust, credibility, and confidence with themCreativity/InnovationGenerates novel ideas and develops or improves existing and new systems that challenge the status quo, takes risks, and encourage innovationTeamworkKnows when and how to attract, develop, reward, be part of, and utilize teams to optimize results. Acts to build trust, inspire enthusiasm, encourage others, and help resolve conflicts and develop consensus in supporting higperformance teamsL. A. Berger, D. R. Berger. Talent Management Handbook: The Talent Management Handbook: Creating a SustainableCompetitive Advantage by Selecting, Developing, and Promoting the Best People, 2nd Edition McGraw-Hill, 2011 © 2013 Centre for Executive Education www.ipma.com.sg
  • 28 Why Competencies? The challenge is to identify which competencies the organization expects to see in their people The starting point of the model is the creed (values, principles, expectations) and the business strategies Through a competency model the organization sends a consistent message to the workforce about ―what it takes‖ to be successful in the job Helps employees understand what helps drive successful performance The Competency Model approach focuses on the ―How‖ of the job. Competency model is behavioral rather than functional, focuses on the people rather than jobs Competency models are outcome driven rather than activities (Job descriptions focus on activities, competencies focus on outcomes) Integrates HR strategy with business strategy –both focus on outcomes © 2013 Centre for Executive Education www.ipma.com.sg
  • 29Why Competencies?The competency model serves as the foundation upon which all workforce processes are built.Competencies promote alignment of talent management systems by creating a common language that enables these systems to talk with each other! That is, results of one TM system is used as the input data for the following TM system. © 2013 Centre for Executive Education www.ipma.com.sg
  • 30The Competency Model The Competency Model identifies usually three groups of competencies:  Core competencies for the entire organization to shape the organizational capabilities and culture required to achieve the strategic goals (5 or 6)  Leadership competencies for the management teams of various levels for selection, career planning and development  Functional (technical) competencies (specific for each job family) © 2013 Centre for Executive Education www.ipma.com.sg
  • 31Developing a Competency Model Use commonly available ―ready to use‖ models with small adjustments for your organization Develop own competency model with help of external consultants where necessary Behavioral Benchmarking compare superior performers with other best people in the organization and in other benchmark companies © 2013 Centre for Executive Education www.ipma.com.sg
  • 32Developing Organization’s OwnCompetency Model Overview of current tasks and responsibilities Come to agreement about what successful ―outcome driven‖ performance looks like Review of competency library and selection of ―must haves‖ for the position Rank top competencies as demonstrated by exemplary (superior) performers Identify of those competencies that align with the vision, mission and strategic plan of the organization Verify the competencies with a larger sample of the organization © 2013 Centre for Executive Education www.ipma.com.sg
  • 33Competencies & Talent ManagementTALENT=COMPETENCE+COMMITMENT+CONTRIBUTION Being competent is not only enough to be a talent The competent person should be committed to the causes and goals of the organization And should be able and willing to contribute to the success of the organization So, developing your talent is not enough, the organizations need to take all the measures to motivate, reward their talent pool to gain their commitment and contribution. Retention is also essential to gaurantee future alignment of the talent with the right key positions © 2013 Centre for Executive Education www.ipma.com.sg
  • SESSION 4:TALENT ACQUISITION © 2013 Centre for Executive Education www.ipma.com.sg
  • 35Talent Management ModelVision, Mission, Strategy and Values Talent Management Strategy Talent Acquisition Sourcing, Selection and Onboarding Talent Planning Workforce Planning; Talent Planning Metrics, Leadership Pipeline and Succession Planning Talent Development Performance Management; Leadership Development; Accelerating High Potential; Executive Coaching © 2013 Centre for Executive Education www.ipma.com.sg
  • 36Talent Acquisition © 2013 Centre for Executive Education www.ipma.com.sg
  • 37Acquiring Talent Sourcing talent is the process to generate a pool of qualified candidates for a particular job. The organization must announce the job‘s availability to the market and attract qualified candidates to apply. The organization may seek applicants from inside the organization, outside the organization or both. Talent selection is the process to make a ―hire‖ or ―no hire‖ decision about each applicant for a job. The process usually involves determining the characteristics required for effective job performance, interviewing, and then measuring applicants on those characteristics. © 2013 Centre for Executive Education www.ipma.com.sg
  • 38Group Discussion:What’s the Business Case?  What is the business case for effective talent acquisition?  What are the costs of acquiring the wrong talent? © 2013 Centre for Executive Education www.ipma.com.sg
  • 39Key Assumptions―Organizations need to get the right people onthe bus and in the right seats to succeed.‖―Good coaching, training, mentoring, etc., isnot likely to make up for bad selection.‖―Hire hard….Manage easy!‖ Collins, J. (2001). Good to great. New York: HarperCollins. © 2013 Centre for Executive Education www.ipma.com.sg
  • 40Acquisition Workflow Requisition process. Sourcing. Application process. Screening and interviewing. Acquisition. Employment offers. Regrets. © 2013 Centre for Executive Education www.ipma.com.sg
  • 41Important Considerations Person-Job Fit: The match between a person‘s knowledge, skills and abilities and the requirements (competencies) of a specific job (―demands-ability fit‖). Person-Organization Fit: The congruence of an individual‘s personality, beliefs and values with the culture, norms and values of the organization. © 2013 Centre for Executive Education www.ipma.com.sg
  • 42Person-Job Fit Analysis Review core competencies (knowledge, skills, and attributes) for the position. Observe or ask someone doing the same or a similar job to help validate. List and prioritize the essential and desirable competencies.  Essentials: The job cannot be performed without these essential KSAs (e.g., experience running X, Y, and Z reports in SAP’s CRM application).  Desirables: Not essential to perform the job, but can be used to differentiate candidates (e.g., fluent in Multiple Languages). © 2013 Centre for Executive Education www.ipma.com.sg
  • 43Person-Organization Fit © 2013 Centre for Executive Education www.ipma.com.sg
  • 44Person-Organization Fit Personality and work group (cultural fit): Conscientiousness (careful, hardworking, organized, etc.) Agreeable (cooperative, good-natured, tolerant, etc.) Extroversion (sociable, gregarious, talkative, etc.) Emotional stability (anger, worry, insecurity, etc.) Openness to experience (flexible, curious, open to ideas, etc.) Personal values and organization values. Personal interests and organization opportunities. Expectations and rewards. Followership and management style. © 2013 Centre for Executive Education www.ipma.com.sg
  • 45Selection Methods Competency Based Interviews Ability Tests Personality Tests Assessment Centres © 2013 Centre for Executive Education www.ipma.com.sg
  • 46 Individual Exercise: Your Interview Experience Think about your best or worst interview. Envision yourself in the office or conference room where the interview took place. Was the room hot or cold? Were you comfortable or uncomfortable? What was your first impression of the person who interviewed you? What type of questions did the person ask? How much did you know about the organization or the job? © 2013 Centre for Executive Education www.ipma.com.sg
  • 47Interview Questions Behavioral Interview: Applicants are asked to givespecific examples of how they have performed a certaintask or handled a problem in the past.Behavioral questions typically begin with “Tell me about atime when…” or “Can you think of....”Situational Interview: Applicants are asked how theywould respond to a specific job situation related to thecontent of the job they are seeking.Any job-relevant question that begins with “What wouldyou do if…" or “How would you handle…." © 2013 Centre for Executive Education www.ipma.com.sg
  • 48Interview Questions Behavioral Questions:  Can you describe a time when you had to manage a heavy workload or a number of conflicting priorities? Competencies: work under pressure and ability to prioritize.  Can you tell me about a time when you improved a process or made a system work better? Competency: innovation. Situational Questions:  A work colleague told you in confidence that she suspects another colleague of stealing. What would your actions be? Competencies: ethics and problem solving.  How do you respond to a peer who is preventing your team from completing its project? Competencies: leadership and dedication to goals. © 2013 Centre for Executive Education www.ipma.com.sg
  • 49Group Exercise: Let’s Practice Think of a job with which you are familiar. Using your knowledge of the job, the culture of the organization, etc., and the Interviewing Worksheet (on the next slide), identify the 5 most important competencies/dimensions of the job. After you have identified the essential competencies, develop a behavior-oriented or situation-oriented question for each dimension. When you have completed this, please prepare on a Flipchart an example of the dimension and the relevant questions with the rest of the larger group. © 2013 Centre for Executive Education www.ipma.com.sg
  • 50Tool: Interviewing WorksheetCandidate: _________________ Position: _______________Step 1: List Job Step 2: Develop Interview Step 3: Cite theDimensions Questions Candidate’s ExperienceList and prioritize 5-10 of the Develop behavioral or situational Provide evidence for how themost important dimensions questions to probe how well the candidate aligns.or competencies of the job. individual aligns with the job dimensions. © 2013 Centre for Executive Education www.ipma.com.sg
  • 51Executive Onboarding © 2013 Centre for Executive Education www.ipma.com.sg
  • 52Introduction to On-boardingOn-boarding is a major tool in successful talentmanagement and is critical for successful employeeintegration.On-boarding creates an understanding of theorganizational culture that helps the newly hiredemployee feel better connected to the organization‘sbusiness strategy and creates a sense of belonging.Implementing a well-managed on-boarding process canhave a significant and measurable impact on employeeproductivity, retention, employment brand, services,workplace safety, and future hiring. © 2013 Centre for Executive Education www.ipma.com.sg
  • 53What is On-boarding? On-boarding is the strategic process of assimilating new employees into the organization’s culture and advancing them to the desired level of productivity as quickly as possible. © 2013 Centre for Executive Education www.ipma.com.sg
  • 54On-boarding vs. Orientation On-boarding Orientation•Comprehensive, broad, and •Brief period usually limited to oneongoing employee integration or two days•Begins when job offer is extended •Provides basic employmentand accepted information•Extends over several months •Completion of new hire paperwork•Introduction to organization’sstructure, mission, vision, values,and business strategies•Socialization process tounderstand organizational cultureand etiquette © 2013 Centre for Executive Education www.ipma.com.sg
  • 55On-boarding Cycle Pre-Boarding Off- boarding Begins when the Occurs when the job offer is employee leaves extended & the organization accepted On-boarding Continues until the employee is fully functioning & productive. May last up to 12 months. © 2013 Centre for Executive Education www.ipma.com.sg
  • 56What is the Importance of On-boarding? Employee Engagement  Keeps the new employee engaged and excited about the organization and his/her choice to accept the position  Decreases the time it takes the employee to get to the desired level of productivity  Builds loyalty Employee Productivity  Ensures that the employee feels welcomed, a valuable part of the organization, and comfortable with the work environment as quickly as possible, all vital to the employee‘s success Employee Retention  Can be based on how the employee is treated the first 30-90 days of employment  Can be affected by the support the employee receives in developing and progressing in his/her career © 2013 Centre for Executive Education www.ipma.com.sg
  • SESSION 5:TALENT PLANNING © 2013 Centre for Executive Education www.ipma.com.sg
  • 58Talent Management ModelVision, Mission, Strategy and Values Talent Management Strategy Talent Acquisition Sourcing, Selection and Onboarding Talent Planning Workforce Planning; Talent Planning Metrics, Leadership Pipeline and Succession Planning Talent Development Performance Management; Leadership Development; Accelerating High Potential; Executive Coaching © 2013 Centre for Executive Education www.ipma.com.sg
  • 59Succession Planning and Management © 2013 Centre for Executive Education www.ipma.com.sg
  • 60Succession Planning within HC Planning © 2013 Centre for Executive Education www.ipma.com.sg
  • 61Business Case for Succession Planning―Crisis may be an overused word, but it‘sa fair description of the state ofleadership in today‘s corporations.CEOs are failing sooner and fallingharder, leaving their companies inturmoil. At all levels, companies areshort on the quantity and quality ofleaders they need.‖Reference: Ram Charan, ―Leaders at All Levels‖, Jossey-Bass, Wiley, San Francisco, California, 2008 © 2013 Centre for Executive Education www.ipma.com.sg
  • 62Succession Planning - Defined Process of identifying the future leaders of your organization and creating a development plan for them to be ready when the time comes. © 2013 Centre for Executive Education www.ipma.com.sg
  • 63Succession Planning It is imperative that Succession Planning is a key part of a company‘s strategic planning process Without a proper succession plan, it would be difficult to nurture and develop your key talent. Succession Planning is much more important than most companies realize. © 2013 Centre for Executive Education www.ipma.com.sg
  • 64Succession Planning & High Potentials Succession planning involves the identification of high- potential employees, evaluating and honing their skills and abilities, and preparing them for advancement into positions which are key to the success of business operations and objectives. Succession planning involves:  Understanding the organizations long-term goals and objectives.  Identifying the high-potential candidates and their respective developmental needs.  Determining workforce trends and predictions.64 © 2013 Centre for Executive Education www.ipma.com.sg
  • 65Steps Involved in Succession Planning1. Identifying legal and diversity issues to consider2. Establishing present and future leadership roles and objectives3. Selecting key employees4. Evaluating the strengths, weaknesses and readiness for succession in key employees5. Planning for the individual development of and ways to retain key employees6. Identifying ―emergency‖ positions without successors7. Planning for positions that cannot be filled internally65 © 2013 Centre for Executive Education www.ipma.com.sg
  • 66Possible Pitfalls of Succession Planning Lack of a formal development plan for each key person Development plans that are not implemented properly, or plans not implemented at all Development plans that are not tailored to the needs of an employee Development plans are not discussed with employees, and mutual consent is not obtained Key employees not knowing that they are key employees © 2013 Centre for Executive Education www.ipma.com.sg
  • 67Possible Pitfalls of SuccessionPlanning Development plans that are not well thought out, and made just for compliance Including employees who are not qualified in the ―key employee‖ list just to make them feel better Employees staying in the same position for too long resulting in your best people leaving the organization An employee being identified as a successor, but not getting the leadership position when the time comes © 2013 Centre for Executive Education www.ipma.com.sg
  • 68Advantages of Succession Planning An organization filled with high caliber leaders who are motivated to do their best Better ensures that long-term strategies are carried out properly which in turn leads to better business results Better reputation in the industry, which will in turn attract more future leaders © 2013 Centre for Executive Education www.ipma.com.sg
  • 69The Talent StrategyDescribes what type of people the organization will invest in and how it will be doneBesides the specific elements of their creed, the talent strategy of all high performing organizations should have these directives:1) Identify key positions in the organization (not more than 20-30 %)2) Assess your employees and identify the high performers (classify according to their current and future potential)3) Retain key position backups4) Make appropriate investments (select, train, develop, reward) © 2013 Centre for Executive Education www.ipma.com.sg
  • 70Assessing the Employees  Superkeepers- greatly exceed expectations (3-5%)  Keepers – exceed expectations (20 %)  Solid citizens- meet expectations (75 %)  Misfits- below expectations (2-3 %)L. A. Berger, D. R. Berger. Talent Management Handbook: The Talent Management Handbook: Creating a SustainableCompetitive Advantage by Selecting, Developing, and Promoting the Best People, 2nd Edition McGraw-Hill, 2011 © 2013 Centre for Executive Education www.ipma.com.sg
  • 71 Video on Talent Planning@GE Inc.Discussion of the role of Talent Planning to GEs success including HRs rolein working with the CEOs. http://www.youtube.com/watch?v=CCVy7OxThGo © 2013 Centre for Executive Education www.ipma.com.sg
  • 72Building a Leadership Pipeline –Development of High Potentials © 2013 Centre for Executive Education www.ipma.com.sg
  • 73Who are High Potentials? High Potentials consistently and significantly outperform their peer groups in a variety of settings. While achieving these superior levels of performance, they exhibit behaviors that reflect their companies‘ culture and values in an exemplary manner. Show a strong capacity to grow and succeed throughout their careers within an organization – more quickly and effectively than their peer groups do.Reference: Douglas Ready, Jay Conger and Linda Hill, ‗Are You a High Potential? Harvard BusinessReview, June 2010 © 2013 Centre for Executive Education www.ipma.com.sg
  • 74High Performers vs. High Potentials The difference between high-performance employees and high-potential employees is that the high- performance employee are very good at performing their jobs, while the high-potential employees have demonstrated measurable skills and abilities beyond their current jobs. The real damage is done when the high-performance employee is promoted to a managerial level, is uncomfortable and struggles in their new role, resulting in high levels of stress and anxiety, causing them to quit. © 2013 Centre for Executive Education www.ipma.com.sg
  • 75High Performers vs. High Potentials Studies show employee turnover can cost companies up to 40 percent of their annual profit. Thats for the turnover of all employees, regardless of their performance levels. The financial impact of losing a significant number of high-potential employees (those Gen X and Y who have been identified as your future leaders) can be exponentially higher. © 2013 Centre for Executive Education www.ipma.com.sg
  • 76Few High Performers areHigh Potentials 93% of HiPo‘s are High Performers About 50% promotions fail (range of 75% to 35%) HiPo 29% Non HiPo 71% Sources: Corporate Leadership Council (2005); DeViries (1992); Sessa and Campbell (1997) © 2013 Centre for Executive Education www.ipma.com.sg
  • 77Best Practice Succession ManagementTool: GE* Nine Box Model Growth Potential Low Medium High 9 - Hi Potential Future Leader High 7 - Pro in Position 8 - Hi Potential Future Leader Seasoned Professional. Superior performer with moderate Superior performer. Consistently superior performer, possibility of promotion to next level or Strong possibility of promotion to difficult to replace but not likely expanded lateral move within organization next level or beyond within to be promoted within 12 months. within 1-3 years. 12 months. 4 - Solid Performer 5 - Hold for Development 6 - Hi Potential Future Leader Performance has been solid. Solid performer in current role. May be Solid performer with strong possibility Unclear whether individual can relatively new in position and still of promotion to next level within grow with the job. Unlikely to be ready growing into job. 1-3 years based on increased job Medium for promotion in foreseeable future. Promotion likely in 2-3 years. performance in current role. 1 - Watch List 2 - Watch List 3 - Unusual Case Performance is weak in current role. Performance not good. May be due to Current performance is not good Individual is doing just enough to get by. change in job scope or wrong job. but past performance has been strong Chances of fixing are remote. Due to recent performance trend, (could be short term issue or Consideration should be given to potential may be questionable. wrong job, etc.). replacing the individual. Low *GE Crotonville’s Management Training Center Performance © 2013 Centre for Executive Education www.ipma.com.sg
  • 78 Tool: Sample Readiness Level Chart Position Succession Candidate Vulnerability Names Incumbent Succession PlanKey Position Title Organization Name, in Open in Open Department Name Open in Ready in Ready in Ready in Name ___________________ < 1 Yr 1–3 Yrs 3 + Yrs < 1 Yr 1–3 Yrs 3 + Yrs © 2013 Centre for Executive Education www.ipma.com.sg
  • 79Tool: High Potential Assessment - 1Plan Sample Development NAME: ________________ TITLE: ________________Overall Performance Summary:(Indicate recent performance including major accomplishments or performance issues.)Key Strengths:(List 2 - 3. Indicate key technical or professional competencies, skills or knowledge the person has.)Development Needs:(List 2 or 3. Indicate key experiences, skills or knowledge the person lacks in order to move to the next level.)Development Actions:1. On The Job: (What new responsibilities do you plan to assign to help this person develop this year?) © 2013 Centre for Executive Education www.ipma.com.sg
  • 80Tool: High Potential Assessment Plan (cont‘d) Sample Development - 22. Special Assignment: (What task force, projects or special assignments will be given this year to aiddevelopment?)3. Training: (What specific training or seminars are recommended this year for his/her development?)Potential For Promotion:(Indicate this persons readiness to be promoted to the next organizational level.) Ready now for the next level. Ready in the next 24 months. Ready in 2 to 3 years.Recommended Next Position: (List the next assignment that would most benefit the individual in his/herdevelopment.) © 2013 Centre for Executive Education www.ipma.com.sg
  • 81 Competencies for Development of High Potentials  Successful High Potential leaders demonstrate a high degree of Emotional Intelligence and create an environment of positive morale and higher productivity resulted in sustainable employee engagement  Critical EI competencies such as relationship management; cross cultural communication; effective negotiation and conflict managementReference: Sattar Bawany, Maximizing the Potential of Future Leaders: Resolving Leadership SuccessionCrisis with Transition Coaching‘ in ‗Coaching in Asia – The First Decade‟. September 2010 Candid CreationPublishing LLP.; Singapore (Download from http://www.ipma.com.sg/publications.php) © 2013 Centre for Executive Education www.ipma.com.sg
  • 82Case Example – Background GlobalBank with Significant Asia Presence Introduced a clear Gen Y Talent Management Strategy  Based on strong metrics and reporting  Current leaders who espouse performance and development conversations  HR facilitation without ―encumbrance‖ Key elements include:  Selection based on values - creative, courageous, responsive, international and trustworthy….and explicitly modelling desired behaviour  Commitment from EXCO down…Talent Management Committee  Senior Leaders have responsibility to be talent scouts for Gen Y leaders  Senior Leaders expected to have ―Conversations that Count‖ – performance, learn and develop, career development and engagement of Gen Y employees For this Bank, Gen Y Talent Management is a differentiator! © 2013 Centre for Executive Education www.ipma.com.sg
  • 83Development of Gen Y High Potentials Program Evaluation © 2013 Centre for Executive Education www.ipma.com.sg
  • 84Building Multi-Gen Pipeline: HR’s Role Develop Internally—buying may not be an option Update Curriculum for Development of Gen X and Y Update Approach to Organizational Learning Boost Emphasis on Gen X and Y Future Leadership Be Clear about Executable Tasks of Leadership Organizations need to be more intentional & articulate about the leadership skills they require & more creative in designing experiences that help Gen X & Y employees acquire them © 2013 Centre for Executive Education www.ipma.com.sg
  • 85 Identify Gen Y Talent Early Finding leadership talent early is essential. The path from initial recruitment to the senior levels of a company is approximately twenty-five years long and involves, on average, only five jobs before becoming eligible for the CEO post. The sooner Gen Y potential talent is identified, the better it can be developed and tested. The most precious resources here are not financial but the time, energy, and attention of other leaders. These are always in short supply and must therefore be devoted to the people who are most likely to succeed at top levels. © 2013 Centre for Executive Education www.ipma.com.sg
  • 86Accelerating the Development ofHigh Potentials Alignment with Strategic Direction •Markets •Competition •Customers •Products Expanding Leadership Competence Organization Competence• Shift of Mindset (Mental Models) •Business Processes• Leadership Effectiveness – Core Transitional Skills •Structure & Accountabilities• Business and Financial Acumen •Relationships, Power & Politics• Development of Others (Corporate Coaching Skills) •Staffing & Capabilities (Knowledge Mgt)Reference: Sattar Bawany, The ART of War for Talent, Human Capital (SHRI), Vol. 10 Issue 1 – January 2010 p40 © 2013 Centre for Executive Education www.ipma.com.sg
  • 87 Accelerating the Development of High Potentials Development Assignments Development Review Board Leadership Growth Business Results Executive Development Professional Coach NetworkReference: Sattar Bawany, Accelerating the Performance of Your Future Leaders, Human Capital (SHRI), April 2008 p58-61 © 2013 Centre for Executive Education www.ipma.com.sg
  • 88 Accelerating the Development of High Potentials Agenda HiPo Development Review Board  Senior insight powerful (+)  HiPo presents goals, Executive aspirations & Committee developmental questions HR  Career plans assessed in light of organisational needs HR Facilitator  Board shares personal HiPo (Strategic insights Business  Brainstorm specific Partner) Executive developmental Coach suggestions & connectionsReference: Sattar Bawany, Accelerating the Performance of Your Future Leaders, Human Capital (SHRI), April 2008 p58-61 © 2013 Centre for Executive Education www.ipma.com.sg
  • 89ART Framework for DevelopingFuture Leaders & High Potentials Action Gaps Plan Company Company FeedbackExpectations Transition Coaching Methodology Readiness Awareness Analysis Action Achievement Assessment Individual Feedback Individual ActionExpectations Gaps PlanReference: Sattar Bawany, The ART of War for Talent, Human Capital (SHRI), Vol. 10 Issue 1 – January 2010 p38-42 © 2013 Centre for Executive Education www.ipma.com.sg
  • 90Group Exercise: Integrative Case Study onTalent Management and Succession Planning © 2013 Centre for Executive Education www.ipma.com.sg
  • 91 Group Exercise: Integrative Case Study on Talent Management and Succession Planning Succession Planning Process: Identify a critical position in the organization (Ann, the CEO) Delve down three levels below the critical position: no one, then Abby (Head of HR), and finally Robin (Head of Organisational Excellence) Looking at this example, what are the potential challenges do you foresee to the subject of succession planning for Ann‘s role as the CEO and what are your recommendations to the Board? Prepare your Group Response on Flipcharts and appoint a Spokesperson to Present to the larger Group Duration: 15 mines (Discussion) 5 mines (Presentation) © 2013 Centre for Executive Education www.ipma.com.sg
  • WELCOME BACK TO DAY 2 MASTERCLASS ON WINNING THE WAR FOR TALENT:Prof Sattar BawanyCEO, Centre for Executive EducationStrategic Advisor, IPMA Asia Pacific22 - 23 January 2013Pan Pacific Hotel, Manila, Philippines © 2013 Centre for Executive Education www.ipma.com.sg
  • 93Recap: Talent Management ModelVision, Mission, Strategy and Values Talent Management Strategy Talent Acquisition Sourcing, Selection and Onboarding Talent Planning Workforce Planning; Talent Metrics, Leadership Pipeline & Succession Planning Talent Development Performance Management; Leadership Development; Accelerating High Potential; Executive Coaching © 2013 Centre for Executive Education www.ipma.com.sg
  • SESSION 6:TALENT DEVELOPMENT © 2013 Centre for Executive Education www.ipma.com.sg
  • 95Talent Management ModelVision, Mission, Strategy and Values Talent Management Strategy Talent Acquisition Sourcing, Selection and Onboarding Talent Planning Workforce Planning; Talent Planning Metrics, Leadership Pipeline and Succession Planning Talent Development Performance Management; Leadership Development; Accelerating High Potential; Executive Coaching © 2013 Centre for Executive Education www.ipma.com.sg
  • 96Performance Management © 2013 Centre for Executive Education www.ipma.com.sg
  • 97 Building a Strong Leadership Bench …all delivered through a series of integrated programs & processes… • Business demands/strategy• Pay & Rewards • Ongoing planning • Assessment &• Performance Selection • Business Performance Management • Leadership• 360 feedback Expectations &• Employee Satisfaction Get right Values• Quarterly Business leaders in right • Recruiting & Reviews roles Sourcing• Management Routines Continuously Manage Develop and Performance Upgrade• Assignment Management Grow / Develop • On-boarding• HiPo Assessment & Executive Coaching Talent • New Leader-Team Assimilation• Executive Education Programs • Talent Management / Succession Planning• Workplace Action- based Learning © 2013 Centre for Executive Education www.ipma.com.sg
  • 98Performance Management & Appraisal Performance Management  The process of creating a work environment in which people can perform to the best of their abilities. Performance Appraisal  A process, typically performed annually by a supervisor for a subordinate, designed to help employees understand their roles, objectives, expectations, and performance success. © 2013 Centre for Executive Education www.ipma.com.sg
  • 99Performance Appraisal Appraisal Programs Administrative Developmental Compensation Ind. Evaluation Job Evaluation Training EEO/AA Support Career Planning © 2013 Centre for Executive Education www.ipma.com.sg
  • 100Reasons Appraisal ProgramsSometimes Fail Lack of top-management information and support Unclear performance standards Rater bias Too many forms to complete Use of the appraisal program for conflicting (political) purposes. © 2013 Centre for Executive Education www.ipma.com.sg
  • 101 Pros and Cons of 360-Degree Appraisal Using 360 Feedback Tools for Appraisal PROS• The system is more comprehensive in that responses are gathered from multiple perspectives.• Quality of information is better. (Quality of respondents is more important than quantity.)• It complements TQM initiatives by emphasizing internal/external customers and teams.• It may lessen bias/prejudice since feedback comes from more people, not one individual.• Feedback from peers and others may increase employee self-development. CONS• The system is complex in combining all the responses.• Feedback can be intimidating and cause resentment if employee feels the respondents have ―ganged up.‖• There may be conflicting opinions, though they may all be accurate from the respective standpoints.• The system requires training to work effectively.• Employees may collude or ―game‖ the system by giving invalid evaluations to one another.• Appraisers may not be accountable if their evaluations are anonymous. © 2013 Centre for Executive Education www.ipma.com.sg
  • 102Performance Appraisal under an MBO Program © 2013 Centre for Executive Education www.ipma.com.sg
  • 103Creating an Effective MBO Program1. Managers and employees must be willing to establish goals and objectives together.2. Objectives should be quantifiable and measurable for the long and short terms.3. Expected results must be under the employee‘s control and free from criterion contamination.4. Goals and objectives must be consistent for each employee level (top executive, manager, and employee).5. Managers and employees must establish specific times when the goals are to be reviewed and evaluated. © 2013 Centre for Executive Education www.ipma.com.sg
  • 104The Balanced Scorecard The appraisal focuses on four related categories  Financial, customer, processes, and learning Ensuring the method‘s success:  Translate strategy into a scorecard of clear objectives.  Attach measures to each objective.  Cascade scorecards to the front line.  Provide performance feedback based on measures.  Empower employees to make performance improvements.  Reassess strategy. © 2013 Centre for Executive Education www.ipma.com.sg
  • 105Sample Personal Scorecard © 2013 Centre for Executive Education www.ipma.com.sg
  • 106Managing Ineffective Performance Possible Courses of Action  Provide training to increase skills and abilities  Transfer employee to another job or department  Attention of actions to motivate employee  Take disciplinary action  Discharge the employee Cautions  All actions taken must be objective and fair.  Do not treat underperformer differently, setting the employee up to fail. © 2013 Centre for Executive Education www.ipma.com.sg
  • 107Peformance Coaching © 2013 Centre for Executive Education www.ipma.com.sg
  • 108What is Coaching?“Coaches help people set better goals and then reachthose goals, provide the tools, support and structure toaccomplish them”International Coaching Federation“Coaching is a powerful, collaborative relationship betweena coach & a willing individual which enables, through aprocess of discovery, goal setting the realization ofstrategic action”Corporate Coach U © 2013 Centre for Executive Education www.ipma.com.sg
  • 109 What is Performance Coaching?“Coaching is unlocking a person‟s potential to maximise theirown performance. It‟s helping them to learn rather thanteaching them”The Inner Game in Business by W Timothy Gallwey“Coaching is the art of improving the performance of others.Managers who coach encourage their teams to learn from andbe challenged by their work. Create the conditions forcontinuous improvement by helping staff to define and achievegoals.”Coaching Successfully by Roy Johnson and John Eaton. © 2013 Centre for Executive Education www.ipma.com.sg
  • 110Focus of Managerial Coaching Helping an individual:  ―Learn what it takes‖ to improve existing capabilities  Set meaningful goals  Be accountable for results  Understand and eliminate barriers © 2013 Centre for Executive Education www.ipma.com.sg
  • 111 Being a Manager - Coach Intention TRUST Relationship WordsCOACHABLE MOMENT®Those moments when an individual is open to taking in new information that willeffect a shift in his/her knowledge and behavior. © 2013 Centre for Executive Education www.ipma.com.sg
  • 112 The TGROW Coaching Model 1. Topic/ Goal 2. Reality Gap?• Agree topic for discussion• Agree specific objective • Invite self of the session assessment• Set longer term aim • Feedback if appropriate • Is there a gap? 4. Wrap Up 3. Options • Identify possible obstacles • Be creative – look at the • Commit to action full range, brainstorm • Identify steps • Offer suggestions for • Agree support consideration – beware advice! © 2013 Centre for Executive Education www.ipma.com.sg
  • 113 TGROW – Coaching Questions1. Topic/Goal 2. Reality • What‘s the evidence?• What do you want to cover today? • What have you already tried?• What are you hoping to achieve today? • What did you learn• What are the priorities? from that? • What other feedback do you have? • End – what have you learnt from today? How have we worked together? What could we do differently next time? 4. Wrap Up 3. Options• What other help/input do you need? • If you looked at this from another• When could you do this? angle … what could you do then?• What could get in the way of your plans? • What could you try now?• How will you overcome this? • What else?• How will you/others know you‘ve been • What could you do as a first step? successful? © 2013 Centre for Executive Education www.ipma.com.sg
  • 114TGROW – Coaching Practice SessionConduct these role-play sessions in groups of 3. For each of therole-play sessions, there will be an employee, a manager-coachand an observer.Preparation – 5minsCoaching session – 15minsDebrief – 5 minRotate the roles after each role-play session.Focus will be on a real-life case scenarios that you are currentlyexperiencing in your workplace/teams. Alternatively you mayconsider the 3 examples workplace scenarios. © 2013 Centre for Executive Education www.ipma.com.sg
  • 115Leadership Development © 2013 Centre for Executive Education www.ipma.com.sg
  • 116Top Lessons on Executive Derailers1. Acting with an insensitive, abrasive, intimidating style2. Lack of relationship management skills including collaborative, interpersonal and team effectiveness skills3. The inability to respond quickly and flexibly to rapidly changing market conditions4. Lack of cross cultural communication skills5. Failing to make the boss/organizations priorities a high priority © 2013 Centre for Executive Education www.ipma.com.sg
  • 117Video on Kids’ Interviewon What is a Good Leader? © 2013 Centre for Executive Education www.ipma.com.sg
  • 118Today’s Leadership Challenges Use intellectual as well as emotional capabilities to guide organizations through turbulent business environments towards achieving organizations results Understand the importance of emotional intelligence in development of leadership effectiveness and sustaining employee engagement and productivity © 2013 Centre for Executive Education www.ipma.com.sg
  • 119Emotional Intelligence and EffectiveLeadership Development © 2013 Centre for Executive Education www.ipma.com.sg
  • 120You CAN Change This!!! © 2013 Centre for Executive Education www.ipma.com.sg
  • 121Intelligence Quotient (IQ) IQ refers to an individual‘s logical abilities (or the cognitive aspects of intelligence) such as memory, problem solving, how to rationalize and analyze as well as scholastic abilities © 2013 Centre for Executive Education www.ipma.com.sg
  • 122 Emotional Intelligence and EQEmotional Intelligence, also called EI and often measuredas an Emotional Intelligence Quotient (EQ), describes anability, capacity, or skill to perceive, assess, andmanage the emotions of ones self, of others, and ofgroups “Anyone can become angry – that is easy. But to be angry with the right person, to the right degree, at the right time, for the right purpose, and in the right way – that is not easy.” Aristotle in „Nicomachean Ethics‟Goleman, D. (1995) Emotional Intelligence: Why It Can Matter More Than IQ. New York: Bantam Books. © 2013 Centre for Executive Education www.ipma.com.sg
  • 123 Emotional Intelligence by Goleman ―The capacity for recognizing our own feelings and those of others, for motivating ourselves, for managing emotions well in ourselves and in our relationships.‖Goleman, D. (1995) Emotional Intelligence: Why It Can Matter More Than IQ. New York: Bantam Books.Goleman, D. (1998) Working with Emotional Intelligence. New York: Bantam Books. © 2013 Centre for Executive Education www.ipma.com.sg
  • 124Harvard Video on Social Intelligence © 2013 Centre for Executive Education www.ipma.com.sg
  • 125Goleman’s EI Model Daniel Goldman, Leadership That Gets Results. Harvard Business Review. March-April 2000 © 2013 Centre for Executive Education www.ipma.com.sg
  • 126 Emotional Intelligence: Self Assessment The purpose of this self-evaluation is to measure your tendencies and abilities within various areas of emotional intelligence In the space provided next to each of the statements, please write in the number that best describes your agreement with the item, using the scale immediately below. 1 = Disagree Very Much 4 = Agree Slightly 2 = Disagree Moderately 5 = Agree Moderately 3 = Disagree Slightly 6 = Agree Very Much © 2013 Centre for Executive Education www.ipma.com.sg
  • SESSION 7:TALENT ENGAGEMENT © 2013 Centre for Executive Education www.ipma.com.sg
  • 128Talent Management ModelVision, Mission, Strategy and Values Talent Management Strategy Talent Acquisition Sourcing, Selection and Onboarding Talent Planning Workforce Planning; Talent Planning Metrics, Leadership Pipeline and Succession Planning Talent Development Performance Management; Leadership Development; Accelerating High Potential; Executive Coaching © 2013 Centre for Executive Education www.ipma.com.sg
  • 129 Demystifying Employee Engagement1. Employers want employees who will do their best work or ‗go the extra mile‘. Employees want jobs that are worthwhile and that inspire them. More and more organisations are looking for a win- win solution that meets their needs and those of their employees. What they increasingly say they are looking for is an engaged workforce.2. So what is employee engagement? It can be seen as a combination of commitment to the organisation and its values and a willingness to help out colleagues (organisational citizenship). It goes beyond job satisfaction and is not simply motivation. Engagement is something the employee has to offer: it cannot be ‗required‘ as part of the employment contract.Source: The Chartered Institute of Personnel and Development (CIPD) Report on ―Creating an engaged workforce‖hhttp://www.cipd.co.uk/hr-resources/factsheets/employee-engagement.aspx © 2013 Centre for Executive Education www.ipma.com.sg
  • 130 Demystifying Employee Engagement Stay Say Strive EngagementSource: Hewitt Associates Best Employers Study:http://was2.hewitt.com/bestemployers/canada/pages/driving_engagement.htm © 2013 Centre for Executive Education www.ipma.com.sg
  • 131 3 Types O EmployeesSource: Getting Personal in the Workplace, Are negative relationships squelching productivity in your company? by SteveCrabtree, Gallup Management Journal Article, June 2004 © 2013 Centre for Executive Education www.ipma.com.sg
  • 132Employee Engagement and AlignmentAlignment – knowing what to do Engagement – wanting to do it © 2013 Centre for Executive Education www.ipma.com.sg
  • 133 Role of ManagersEngaging Managers performs the following tasks: Managers focus on Managers treat their Managers who their people people as individuals coach their people (Adapt Leadership and (Understand the Psyche of (Maximise the PotentialCommunication Styles to each Multigenerational Employees) and Meet the Aspirations Generation of Employees) of Employees) © 2013 Centre for Executive Education www.ipma.com.sg
  • 134 Overview of Generational Differences Traditionalists Baby Boomers Gen X Gen Y Career Legacy Stellar Career Portable Career Parallel Careers Goals Rewards Satisfaction of Money, Title, Freedom Is The Work That Has a Job Well Recognition, Corner Ultimate Meaning Done Office Reward Work-Life Support in Help me balance Give me Work isn‘t Balance shifting the everyone else and balance NOW! everything. balance find meaning in Not when I‘m 65 Flexibility to myself balance my other activities Job Carries a Puts you behind Is Necessary Is Expected Changing stigma Training I learned the Train them too much The more they Continuous hard way, you and they‘ll leave learn, the more learning is a way can too! they‘ll stay of lifeSource: Lynne C. Lancaster and David Stallman ‗When Generations Collide: Who They Are. Why They Clash. How to Solve theGenerational Puzzle at Work‟, 2002. © 2013 Centre for Executive Education www.ipma.com.sg
  • 135Source: The Straits Times, 8 April 2010 © 2013 Centre for Executive Education www.ipma.com.sg
  • 136 Generational Diversity in Today’s Workforce  Changing Demographics  Increasing numbers of Gen Y entering the workforce.  Baby Boomers & Traditionalists are continuing to work for longer tenures or are Re-engaged into the workforce.  Alliance for Fair Employment Practices (TAFEP), 2010:  Gen X and Gen Y make up 60% of the Singapore workforce.  Means that 40% of the Singapore workforce is over 45 years of age.  Multi-generational teams improve organizational effectiveness and performance.Adapted from: TAFEP‘s Report on ‗Harnessing the Potential of Singapore‘s Multi-generational Workforce‘, 2010http://www.fairemployment.sg/assets/files/Publications/Publication%20-%20Harnessing%20the%20Potential%20of%20Singapores%20Multi-Generational%20Workforce.pdf © 2013 Centre for Executive Education www.ipma.com.sg
  • 137 Benefits of Multigenerational Teams More flexible in changing demographics Broader insight into your customer base Wider pool of Talent Diverse perspectives leading to stronger decision-making Greater innovation and creativity Meet the needs of diverse stakeholders Multigenerational workplaces can be a source of positive challenge, opportunity, and significant growth if managed effectively. © 2013 Centre for Executive Education www.ipma.com.sg
  • 138 How Does the Multi-Generational Workforce Impact Employers? HR professionals can play a strategic role by partnering with their Business Leaders in meeting the needs of their employees. Are there specific business units that have a higher percentage of baby boomers set to retire in the next 10 years? What are some possible flexible work options that will simultaneously attract all generations while encouraging Traditionalists and Boomers to remain employed and play key roles in knowledge transfer, leadership development, and mentoring of younger workers? How can Human Resources professionals coach managers to maximize the performance of each generation? What specific tactics are HR professionals using to attract the ‗best and brightest‘ of the Gen Y employees that might differ from strategies used for other generations? © 2013 Centre for Executive Education www.ipma.com.sg
  • 139 Leading Gen Y EmployeesLeadership Characteristics Leadership CharacteristicsThat Gen Y-ers Want Their That Managers From TheLeaders To Demonstrate Other Generations Believe In Demonstrating To Gen Y-ers1. Caring (54%) 1. Competent (54%)2. Inspiring (45%) 2. Honest (32%)3. Competent (44%) 3. Forward-looking (31%) *Numbers in parentheses reflect percentage of respondents who selected this as a preferred strategy.Source: “‟Y‟ Are They Different” – A Study of Gen Y at Work, Their Views and How They are Viewed,Published by GMP & Temasek Polytechnic, 2009 http://www.gmprecruit.com/resource_hub/..%5Cpdf%5CResourceHub%5Cgeny_press. pdf © 2013 Centre for Executive Education www.ipma.com.sg
  • 140 Engaging Gen Y EmployeesTop Factors That Motivate Gen Retention Strategies MostY To Stay In Organizations Utilized By Organizations1. Opportunities for Career 1. Opportunities for CareerAdvancement (63%) Advancement (43%)2. Good Work-Life Harmony (41%) 2. Emphasis on Learning & Development (37%)3. Good Relationships (40%) 3. Good Compensation (24%) *Numbers in parentheses reflect percentage of respondents who selected this as a preferred strategy. © 2013 Centre for Executive Education www.ipma.com.sg
  • 141Exercise: Managing the ROI on Gen Y? Calculate Your Current (and Future) Investment in Gen Y:  How many Gen Y employees does your organisation currently have?  What is the average compensation for Gen Y employee at your organisation?  Multiply the number of Gen Y employees x Your average compensation. Can be seen as the risk your organisation takes in assuming Gen Y will meet your employment needs. The better managed this investment, the lower the risk and the better return for all involved. © 2013 Centre for Executive Education www.ipma.com.sg
  • 142Source: http://www.youtube.com/watch?v=rDAdaaupMno © 2013 Centre for Executive Education www.ipma.com.sg
  • 143Generation Z: The digital natives Students today are all “native speakers” of the digital language of computers, video games, instantaneous communication, and the Internet.Source: Marc Prensky, ―Digital Natives, Digital Immigrants‖ (2001) © 2013 Centre for Executive Education www.ipma.com.sg
  • 144Gen Z or The Linksters The Linkster Generation (those born after 1995) is the one just entering the workforce now. Like any other generation, it brings its own mindset into the workforce. Linksters primarily work part-time while attending school. They are called Linksters because no other generation has ever been so linked to each other and to the world through technology. Their struggles in the work environment are tied to their youth and inexperience. They are complete digital natives and cannot function without communicating through social media. Desire for change, stimulation, learning and promotion that will conflict with traditional organisational hierarchies.Source: Generations, Inc., by Meagan Johnson and Larry Johnson. 2010, AMACOM. © 2013 Centre for Executive Education www.ipma.com.sg
  • 145 Managing Gen Z Get them into a routine that they can master. Generation Z will be unlike Baby Boomers, who are often loyal to a firm. They don‘t expect jobs for life and will move onto the next job, similar to Generation Y. Managers of Generation Z employees will have to be prepared to give regular feedback that tells them they are making a difference to the organisation Development and work/life balance are more important than financial reward, with both Gen Y & Z being committed to their own personal learning and development.Source: Edge Online Future of work - Employees 3.0: Managing Generation Z published on 28 August 2012http://www.i-l-m.com/edge/managing_generation_Z.aspx © 2013 Centre for Executive Education www.ipma.com.sg
  • 146 Engaging Your Multi-Gen Talent • Profitability/ROI Organisational Results • Cost Optimisation • Employee Turnover / Retention • Customer Satisfaction Customer Loyalty • Service Value/ Relationship • Employee Satisfaction Talent Engagement • Employee Loyalty • Policy on CSR, Sabbatical Organisational Climate • Rewards and Flexibility • Culture, Espirit De Corps • EQ Level & EI Competencies Leadership Effectiveness • Servant Leadership/Level 5 • Leadership StylesBawany, S. (2011) ―Ways to achieve Organisational Success: Role of Leaders in Engaging the Multi-Generational Workforce” published bySingapore Business Review, 1st November 2011. http://sbr.com.sg/hreducation/commentary/ways-achieve-incredible-organizational-success-0 © 2013 Centre for Executive Education www.ipma.com.sg
  • 147Group Exercise: EI Mini QuizImportant Note: The purpose of the following short quiz is toprovide you with an application of Emotional Intelligence (EI).The results you get from this quiz are NOT a comprehensivepicture of your EQ. © 2013 Centre for Executive Education www.ipma.com.sg
  • 148 “Anyone can become angry – that is easy. But to be angry with the right person, to the right degree, at the right time, for the right purpose, and in the right way – that is not easy.” Aristotle in „Nicomachean Ethics‟Goleman, D. (1995) Emotional Intelligence: Why It Can Matter More Than IQ. New York: Bantam Books. © 2013 Centre for Executive Education www.ipma.com.sg
  • 149 Scenario 1. You are a Gen Y employee in a meeting when a Baby-Boomer colleague takes credit for work that you have done. What do you do?A. Immediately and publicly confront the colleague over the ownership of your work.B. After the meeting, take the colleague aside and tell her that you would appreciate in the future that she credits you when speaking about your work.C. Nothing, its not a good idea to embarrass colleagues in public.D. After the colleague speaks, publicly thank her for referencing your work and give the group more specific detail about what you were trying to accomplish. © 2013 Centre for Executive Education www.ipma.com.sg 149
  • 150 Answer for Scenario 1 - The credit stealing colleague: The most emotionally intelligent answer is D. By demonstrating an awareness of work-place dynamics, and an ability to control your emotional responses, publicly recognizing your own accomplishments in a non- threatening manner, will disarm your colleague as well as puts you in a better light with your manager and peers. Public confrontations can be ineffective, are likely to cause your colleague to become defensive. A. 0 Points – Immediately and publicly confront the colleague over the ownership of your work. B. 5 Points – After the meeting, take the colleague aside and tell her that you would appreciate in the future that she credits you when speaking about your work. C. 0 Points – Nothing, its not a good idea to embarrass colleagues in public. D. 10 Points – After the colleague speaks, publicly thank her for referencing your work and give the group more specific detail about what you were trying to accomplish. © 2013 Centre for Executive Education www.ipma.com.sgWorkshop on High Performance Leadership for Menlo Worldwide Logistics
  • 151 Scenario 2: You are a Gen X Manager in an organization that is trying to encourage respect for racial and ethnic diversity. You overhear a Gen Y employee telling both sexist and racist jokes. What do you do?A. Ignore it – the best way to deal with these things is not to react.B. Call the person into your office and explain that their behavior is inappropriate and is grounds for disciplinary action if repeated.C. Speak up on the spot, saying that such jokes are inappropriate and will not be tolerated in your organization.D. Suggest to the person telling the joke he go through a diversity training program. © 2013 Centre for Executive Education www.ipma.com.sg
  • 152 Answer for Scenario 2 - The Racist Joke: The most emotionally intelligent answer is C. The most effective way to create an atmosphere that welcomes diversity is to make clear in public that the social norms of your organization do not tolerate such expressions. Confronting the behavior privately lets the individual know the behavior is unacceptable, but does not communicate it to the team. Instead of trying to change prejudices (a much harder task), keep people from acting on them.A. 0 Points – Ignore it - the best way to deal with these things is not to react.B. 5 Points – Call the person into your office and explain that their behavior is inappropriate and is grounds for disciplinary action if repeated.C. 10 Points – Speak up on the spot, saying that such jokes are inappropriate and will not be tolerated in your organization.D. 5 Points – Suggest to the person telling the joke he go through a diversity training program. © 2013 Centre for Executive Education www.ipma.com.sg
  • 153 Scenario 3. You are a Gen Y Manager and have recently been assigned a Baby Boomer in your team, and have noticed that he appears to be unable to make the simplest of decisions without seeking advice from you. What do you do?A. Accept that he "does not have what it take to succeed around here" and find others in your team to take on his tasks.B. Get an HR manager to talk to him about where he sees his future in the organization.C. Purposely give him lots of complex decisions to make so that he will become more confident in the role.D. Engineer an ongoing series of challenging but manageable experiences for him, and make yourself available to act as his mentor. © 2013 Centre for Executive Education www.ipma.com.sg
  • 154Answer for Scenario 3 - The indecisive BabyBoomer Employee:The most emotionally intelligent answer is D. Managing multigenerationalemployees requires high levels of emotional intelligence, particularly if youare going to be successful in maximizing the performance of your team.Often, this means that you need to tailor your approach to meets the specificgenerational needs of the individual, and provide them with support to helpthem grow in confidence.A. 0 Points – Accept that he does not have what it take to succeed around here and find others in your team to take on his tasksB. 5 Points – Get an HR manager to talk to him about where he sees his future in the organizationC. 0 Points – Purposely give him lots of complex decisions to make so that he will become more confident in the roleD. 10 Points – Engineer an ongoing series of challenging but manageable experiences for him, and make yourself his mentor (reverse mentoring) © 2013 Centre for Executive Education www.ipma.com.sg
  • 155Source: http://www.youtube.com/watch?v=fVHnug8H1MM © 2013 Centre for Executive Education www.ipma.com.sg
  • 156Recommendations Communicate is key to inspire Commitment ―Opportunities for Career Advancement‖ and ―Good Relationships‖ are key factors that motivate Gen Y-ers to remain in organisations.• Engage Gen Y through Coaching and develop Coaching competency of managers to be comfortable and confident in having conversations surrounding professional development plans.• Encourage constant feedback and show recognition for Y- er‘s work contribution• Team Work ‗Y‘ & Linksters (Gen Z) Style: Encourage staff gatherings, social events and ‗mixers‘ with workmates © 2013 Centre for Executive Education www.ipma.com.sg
  • SESSION 8:SUMMARY & ACTION PLAN © 2013 Centre for Executive Education www.ipma.com.sg
  • 158 Summary: Talent Management Process Organization AnalysisPerformance Evaluation -Job descriptions -Job spesifications AnalysisBuss. Results Potential Personal CandidatesDevelopment Assessing the Emloyees Activities A B C D Assessment Potancial Talent Candidates Review and Committees Succession Lists Talent Development Approval Development of the Programs Lists January - April May-June July onwards...... © 2013 Centre for Executive Education www.ipma.com.sg
  • 159 Summary : Best Practices on TM For leading global organisations, both HR and business leaders recognize that talent is a critical driver of business performance. It comes as no surprise then that talent management practices are often cited as a key strategic priority.No strategy can be effective without the support of senior leadership and talent management is certainly no exception.Achieving sustainable organizational performance through the development of a capable workforce lies at the very heart of talent management.The ability to develop next generation of leaders who can effectively face tomorrow‘s global business challenges is critical to an organization‘s success. But it won‘t be easy. You need to invest in it! © 2013 Centre for Executive Education www.ipma.com.sg
  • 160 Creating a SMART Development PlanSpecific GoalMeasurement When I achieve this goal, I will know I am successful because: Other people will notice the following difference(s):Actions What action will I take? What will I do differently?Reality Check Is this goal achievable? Why is this goal important?” What resource(s) do I need? Funding? Support?Timeline When will I start? When do I expect to meet my goal? © 2013 Centre for Executive Education www.ipma.com.sg
  • 161Video: Make Makes a Great Leader? http://www.youtube.com/watch?v=03o1JZ7c7gI © 2013 Centre for Executive Education www.ipma.com.sg
  • 162Final Thoughts If you do tomorrow what you did yesterday Your Future is History…………… If you do tomorrow what we’ve covered today Your Future is Historic!!! © 2013 Centre for Executive Education www.ipma.com.sg
  • 163Keeping in Touch on Social Media Prof Sattar Bawany CEO, Centre for Executive Education & Strategic Advisor, IPMA Asia Pacific Email: sattar.bawany@ipma.com.sg LinkedIn: www.linkedin.com/in/bawany Facebook: www.facebook.com/ipma.singapore Twitter: www.twitter.com/sattarbawany Skype: sattar.bawany © 2013 Centre for Executive Education www.ipma.com.sg