Cee   trueventus workshop on winning the war for talent 22-23 january 2013 final
Upcoming SlideShare
Loading in...5
×
 

Like this? Share it with your network

Share

Cee trueventus workshop on winning the war for talent 22-23 january 2013 final

on

  • 225 views

 

Statistics

Views

Total Views
225
Views on SlideShare
225
Embed Views
0

Actions

Likes
0
Downloads
1
Comments
0

0 Embeds 0

No embeds

Accessibility

Categories

Upload Details

Uploaded via as Microsoft PowerPoint

Usage Rights

© All Rights Reserved

Report content

Flagged as inappropriate Flag as inappropriate
Flag as inappropriate

Select your reason for flagging this presentation as inappropriate.

Cancel
  • Full Name Full Name Comment goes here.
    Are you sure you want to
    Your message goes here
    Processing…
Post Comment
Edit your comment

Cee trueventus workshop on winning the war for talent 22-23 january 2013 final Presentation Transcript

  • 1. © 2013 Centre for Executive Education www.ipma.com.sg MASTERCLASS ON WINNING THE WAR FOR TALENT: Strategic Talent Management in a Global Economy Prof Sattar Bawany CEO, Centre for Executive Education Strategic Advisor, IPMA Asia Pacific 22 - 23 January 2013 Pan Pacific Hotel, Manila, Philippines
  • 2. 2 © 2013 Centre for Executive Education Pte Ltd www.ipma.com.sg Every morning in Asia, a tiger wakes up. It knows it must outrun the slowest deer or it will starve to death. Every morning in Asia, a deer wakes up. It knows it must run faster than the fastest tiger or it will be killed. It doesn‘t matter whether you are a tiger or a deer: when the sun comes up, you‘d better be running….. Are You A Tiger Or Deer?
  • 3. 3 © 2013 Centre for Executive Education Pte Ltd www.ipma.com.sg Knowing Yourself
  • 4. © 2013 Centre for Executive Education www.ipma.com.sg SESSION 1: INTRODUCTION
  • 5. 5 © 2013 Centre for Executive Education Pte Ltd www.ipma.com.sg The S.C.O.P.E. Approach S C O P E HARE HALLENGE PEN MINDED LAN TO IMPLEMENT NJOY OURSELVES
  • 6. 6 © 2013 Centre for Executive Education Pte Ltd www.ipma.com.sg  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 About Your Master Facilitator 6
  • 7. 7 © 2013 Centre for Executive Education Pte Ltd www.ipma.com.sg  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. Who We Are 7
  • 8. 8 © 2013 Centre for Executive Education Pte Ltd www.ipma.com.sg Workshop Objectives This workshop will provide you with a foundation of knowledge that 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
  • 9. © 2013 Centre for Executive Education www.ipma.com.sg SESSION 2: DEMYSTIFYING TALENT MANAGEMENT
  • 10. 10 © 2013 Centre for Executive Education Pte Ltd www.ipma.com.sg What 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.
  • 11. 11 © 2013 Centre for Executive Education Pte Ltd www.ipma.com.sg Talent 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
  • 12. 12 © 2013 Centre for Executive Education Pte Ltd www.ipma.com.sg Talent Management Processes Talent 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.
  • 13. 13 © 2013 Centre for Executive Education Pte Ltd www.ipma.com.sg Group 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)
  • 14. 14 © 2013 Centre for Executive Education Pte Ltd www.ipma.com.sg What 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.
  • 15. 15 © 2013 Centre for Executive Education Pte Ltd www.ipma.com.sg Who 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
  • 16. 16 © 2013 Centre for Executive Education Pte Ltd www.ipma.com.sg The 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
  • 17. 17 © 2013 Centre for Executive Education Pte Ltd www.ipma.com.sg Talent 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
  • 18. 18 © 2013 Centre for Executive Education Pte Ltd www.ipma.com.sg Talent Management Model Vision, 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
  • 19. 19 © 2013 Centre for Executive Education Pte Ltd www.ipma.com.sg 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 Proactively recruiting world-class, diverse leadership talent Executive Recruiting New Leader On-Boarding Assessment TALENT PLANNING Ensuring a strong leadership pipeline to drive growth for today and tomorrow. Talent Planning Candidate Slating Global Talent Development TALENT DEVELOPMENT Developing and executing programs, processes & tools to grow our current and future leaders Leadership Programs for High Potentials Executive Coaching Performance Management and 360 Feedback Development Planning TALENT ENGAGEMENT Identifying the level of engagement of employees to optimize contribution and reduce enhance retention Employee Satisfaction and Engagement
  • 20. 20 © 2013 Centre for Executive Education Pte Ltd www.ipma.com.sg Talent Management in Today’s Global Economy  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.
  • 21. 21 © 2013 Centre for Executive Education Pte Ltd www.ipma.com.sg Top 5 Workforce Challenges 1. Attracting and retaining skilled professional workers 2. Developing manager capability 3. Retaining high performers 4. Developing succession pool depth 5. Addressing shortages of management or leadership talent
  • 22. 22 © 2013 Centre for Executive Education Pte Ltd www.ipma.com.sg Group 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)
  • 23. 23 © 2013 Centre for Executive Education Pte Ltd www.ipma.com.sg 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? 23 “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 Sinek References: http://www.startwithwhy.com/ http://www.youtube.com/watch?v=qp0HIF3SfI4 http://www.ted.com/talks/simon_sinek_how_great_leaders_inspire_action.html Video on Your Role as Chief Talent Officer (CTO)
  • 24. © 2013 Centre for Executive Education www.ipma.com.sg SESSION 3: COMPETENCY MANAGEMENT
  • 25. 25 © 2013 Centre for Executive Education Pte Ltd www.ipma.com.sg Talent Management Model Vision, 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
  • 26. 26 © 2013 Centre for Executive Education Pte Ltd www.ipma.com.sg What 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.
  • 27. 27 © 2013 Centre for Executive Education Pte Ltd www.ipma.com.sg Examples of Competencies and Definitions Action Orientation Targets and achieve results,overcomes obstacles, accepts responsibility, creates a results-oriented environment..... Interpersonal Skill Effectively and productively engages with others and establishes trust, credibility, and confidence with them Creativity/Innovation Generates novel ideas and develops or improves existing and new systems that challenge the status quo, takes risks, and encourage innovation Teamwork Knows 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 teams L. A. Berger, D. R. Berger. Talent Management Handbook: The Talent Management Handbook: Creating a Sustainable Competitive Advantage by Selecting, Developing, and Promoting the Best People, 2nd Edition McGraw-Hill, 2011
  • 28. 28 © 2013 Centre for Executive Education Pte Ltd www.ipma.com.sg 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
  • 29. 29 © 2013 Centre for Executive Education Pte Ltd www.ipma.com.sg Why 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.
  • 30. 30 © 2013 Centre for Executive Education Pte Ltd www.ipma.com.sg The 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)
  • 31. 31 © 2013 Centre for Executive Education Pte Ltd www.ipma.com.sg Developing 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
  • 32. 32 © 2013 Centre for Executive Education Pte Ltd www.ipma.com.sg Developing Organization’s Own Competency 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
  • 33. 33 © 2013 Centre for Executive Education Pte Ltd www.ipma.com.sg Competencies & Talent Management TALENT=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
  • 34. © 2013 Centre for Executive Education www.ipma.com.sg SESSION 4: TALENT ACQUISITION
  • 35. 35 © 2013 Centre for Executive Education Pte Ltd www.ipma.com.sg Talent Management Model Vision, 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
  • 36. 36 © 2013 Centre for Executive Education Pte Ltd www.ipma.com.sg Talent Acquisition
  • 37. 37 © 2013 Centre for Executive Education Pte Ltd www.ipma.com.sg Acquiring 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.
  • 38. 38 © 2013 Centre for Executive Education Pte Ltd www.ipma.com.sg Group Discussion: What’s the Business Case?  What is the business case for effective talent acquisition?  What are the costs of acquiring the wrong talent?
  • 39. 39 © 2013 Centre for Executive Education Pte Ltd www.ipma.com.sg Key Assumptions ―Organizations need to get the right people on the bus and in the right seats to succeed.‖ ―Good coaching, training, mentoring, etc., is not likely to make up for bad selection.‖ ―Hire hard….Manage easy!‖ Collins, J. (2001). Good to great. New York: HarperCollins.
  • 40. 40 © 2013 Centre for Executive Education Pte Ltd www.ipma.com.sg Acquisition Workflow  Requisition process.  Sourcing.  Application process.  Screening and interviewing.  Acquisition.  Employment offers.  Regrets.
  • 41. 41 © 2013 Centre for Executive Education Pte Ltd www.ipma.com.sg Important 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.
  • 42. 42 © 2013 Centre for Executive Education Pte Ltd www.ipma.com.sg Person-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).
  • 43. 43 © 2013 Centre for Executive Education Pte Ltd www.ipma.com.sg Person-Organization Fit
  • 44. 44 © 2013 Centre for Executive Education Pte Ltd www.ipma.com.sg Person-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.
  • 45. 45 © 2013 Centre for Executive Education Pte Ltd www.ipma.com.sg Selection Methods  Competency Based Interviews  Ability Tests  Personality Tests  Assessment Centres
  • 46. 46 © 2013 Centre for Executive Education Pte Ltd www.ipma.com.sg 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?
  • 47. 47 © 2013 Centre for Executive Education Pte Ltd www.ipma.com.sg Interview Questions  Behavioral Interview: Applicants are asked to give specific examples of how they have performed a certain task or handled a problem in the past. Behavioral questions typically begin with “Tell me about a time when…” or “Can you think of....”  Situational Interview: Applicants are asked how they would respond to a specific job situation related to the content of the job they are seeking. Any job-relevant question that begins with “What would you do if…" or “How would you handle…."
  • 48. 48 © 2013 Centre for Executive Education Pte Ltd www.ipma.com.sg Interview 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.
  • 49. 49 © 2013 Centre for Executive Education Pte Ltd www.ipma.com.sg Group 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.
  • 50. 50 © 2013 Centre for Executive Education Pte Ltd www.ipma.com.sg Tool: Interviewing Worksheet Step 1: List Job Dimensions Step 2: Develop Interview Questions Step 3: Cite the Candidate’s Experience List and prioritize 5-10 of the most important dimensions or competencies of the job. Develop behavioral or situational questions to probe how well the individual aligns with the job dimensions. Provide evidence for how the candidate aligns. Candidate: _________________ Position: _______________
  • 51. 51 © 2013 Centre for Executive Education Pte Ltd www.ipma.com.sg Executive Onboarding
  • 52. 52 © 2013 Centre for Executive Education Pte Ltd www.ipma.com.sg Introduction to On-boarding On-boarding is a major tool in successful talent management and is critical for successful employee integration. On-boarding creates an understanding of the organizational culture that helps the newly hired employee feel better connected to the organization‘s business strategy and creates a sense of belonging. Implementing a well-managed on-boarding process can have a significant and measurable impact on employee productivity, retention, employment brand, services, workplace safety, and future hiring.
  • 53. 53 © 2013 Centre for Executive Education Pte Ltd www.ipma.com.sg What 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.
  • 54. 54 © 2013 Centre for Executive Education Pte Ltd www.ipma.com.sg On-boarding vs. Orientation On-boarding Orientation •Comprehensive, broad, and ongoing employee integration •Begins when job offer is extended and accepted •Extends over several months •Introduction to organization’s structure, mission, vision, values, and business strategies •Socialization process to understand organizational culture and etiquette •Brief period usually limited to one or two days •Provides basic employment information •Completion of new hire paperwork
  • 55. 55 © 2013 Centre for Executive Education Pte Ltd www.ipma.com.sg On-boarding Cycle Pre-Boarding Begins when the job offer is extended & accepted On-boarding Continues until the employee is fully functioning & productive. May last up to 12 months. Off- boarding Occurs when the employee leaves the organization
  • 56. 56 © 2013 Centre for Executive Education Pte Ltd www.ipma.com.sg What 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
  • 57. © 2013 Centre for Executive Education www.ipma.com.sg SESSION 5: TALENT PLANNING
  • 58. 58 © 2013 Centre for Executive Education Pte Ltd www.ipma.com.sg Talent Management Model Vision, 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
  • 59. 59 © 2013 Centre for Executive Education Pte Ltd www.ipma.com.sg Succession Planning and Management
  • 60. 60 © 2013 Centre for Executive Education Pte Ltd www.ipma.com.sg Succession Planning within HC Planning
  • 61. 61 © 2013 Centre for Executive Education Pte Ltd www.ipma.com.sg ―Crisis may be an overused word, but it‘s a fair description of the state of leadership in today‘s corporations. CEOs are failing sooner and falling harder, leaving their companies in turmoil. At all levels, companies are short on the quantity and quality of leaders they need.‖ Reference: Ram Charan, ―Leaders at All Levels‖, Jossey-Bass, Wiley, San Francisco, California, 2008 Business Case for Succession Planning
  • 62. 62 © 2013 Centre for Executive Education Pte Ltd www.ipma.com.sg Succession 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.
  • 63. 63 © 2013 Centre for Executive Education Pte Ltd www.ipma.com.sg Succession 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.
  • 64. 64 © 2013 Centre for Executive Education Pte Ltd www.ipma.com.sg 64 Succession 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 organization's long-term goals and objectives.  Identifying the high-potential candidates and their respective developmental needs.  Determining workforce trends and predictions.
  • 65. 65 © 2013 Centre for Executive Education Pte Ltd www.ipma.com.sg 65 Steps Involved in Succession Planning 1. Identifying legal and diversity issues to consider 2. Establishing present and future leadership roles and objectives 3. Selecting key employees 4. Evaluating the strengths, weaknesses and readiness for succession in key employees 5. Planning for the individual development of and ways to retain key employees 6. Identifying ―emergency‖ positions without successors 7. Planning for positions that cannot be filled internally
  • 66. 66 © 2013 Centre for Executive Education Pte Ltd www.ipma.com.sg Possible 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
  • 67. 67 © 2013 Centre for Executive Education Pte Ltd www.ipma.com.sg Possible Pitfalls of Succession Planning  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
  • 68. 68 © 2013 Centre for Executive Education Pte Ltd www.ipma.com.sg Advantages 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
  • 69. 69 © 2013 Centre for Executive Education Pte Ltd www.ipma.com.sg The Talent Strategy Describes what type of people the organization will invest in and how it will be done Besides 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 backups 4) Make appropriate investments (select, train, develop, reward)
  • 70. 70 © 2013 Centre for Executive Education Pte Ltd www.ipma.com.sg Assessing 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 Sustainable Competitive Advantage by Selecting, Developing, and Promoting the Best People, 2nd Edition McGraw-Hill, 2011
  • 71. 71 © 2013 Centre for Executive Education Pte Ltd www.ipma.com.sg Discussion of the role of Talent Planning to GE's success including HR's role in working with the CEO's. http://www.youtube.com/watch?v=CCVy7OxThGo Video on Talent Planning@GE Inc.
  • 72. 72 © 2013 Centre for Executive Education Pte Ltd www.ipma.com.sg Building a Leadership Pipeline – Development of High Potentials
  • 73. 73 © 2013 Centre for Executive Education Pte Ltd www.ipma.com.sg Who 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 Business Review, June 2010
  • 74. 74 © 2013 Centre for Executive Education Pte Ltd www.ipma.com.sg  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. High Performers vs. High Potentials
  • 75. 75 © 2013 Centre for Executive Education Pte Ltd www.ipma.com.sg  Studies show employee turnover can cost companies up to 40 percent of their annual profit. That's 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. High Performers vs. High Potentials
  • 76. 76 © 2013 Centre for Executive Education Pte Ltd www.ipma.com.sg HiPo 29% Non HiPo 71% Sources: Corporate Leadership Council (2005); DeViries (1992); Sessa and Campbell (1997)  93% of HiPo‘s are High Performers  About 50% promotions fail (range of 75% to 35%) Few High Performers are High Potentials
  • 77. 77 © 2013 Centre for Executive Education Pte Ltd www.ipma.com.sg Growth Potential Performance Low Medium High Low Medium High 9 - Hi Potential Future Leader Superior performer. Strong possibility of promotion to next level or beyond within 12 months. 8 - Hi Potential Future Leader Superior performer with moderate possibility of promotion to next level or expanded lateral move within organization within 1-3 years. 6 - Hi Potential Future Leader Solid performer with strong possibility of promotion to next level within 1-3 years based on increased job performance in current role. 5 - Hold for Development Solid performer in current role. May be relatively new in position and still growing into job. Promotion likely in 2-3 years. 2 - Watch List Performance not good. May be due to change in job scope or wrong job. Due to recent performance trend, potential may be questionable. 3 - Unusual Case Current performance is not good but past performance has been strong (could be short term issue or wrong job, etc.). 7 - Pro in Position Seasoned Professional. Consistently superior performer, difficult to replace but not likely to be promoted within 12 months. 4 - Solid Performer Performance has been solid. Unclear whether individual can grow with the job. Unlikely to be ready for promotion in foreseeable future. 1 - Watch List Performance is weak in current role. Individual is doing just enough to get by. Chances of fixing are remote. Consideration should be given to replacing the individual. Best Practice Succession Management Tool: GE* Nine Box Model *GE Crotonville’s Management Training Center
  • 78. 78 © 2013 Centre for Executive Education Pte Ltd www.ipma.com.sg Succession Plan Organization Name, Department Name ___________________ Key Position Title Incumbent Name Position Vulnerability Succession Candidate Names Open in < 1 Yr Open in 1–3 Yrs Open in 3 + Yrs Ready in < 1 Yr Ready in 1–3 Yrs Ready in 3 + Yrs Tool: Sample Readiness Level Chart
  • 79. 79 © 2013 Centre for Executive Education Pte Ltd www.ipma.com.sg 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?) NAME: ________________ TITLE: ________________ Sample Development PlanTool: High Potential Assessment - 1
  • 80. 80 © 2013 Centre for Executive Education Pte Ltd www.ipma.com.sg 2. Special Assignment: (What task force, projects or special assignments will be given this year to aid development?) 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/her development.) Sample Development Plan (cont‘d)Tool: High Potential Assessment - 2
  • 81. 81 © 2013 Centre for Executive Education Pte Ltd www.ipma.com.sg  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 management Reference: Sattar Bawany, Maximizing the Potential of Future Leaders: Resolving Leadership Succession Crisis with Transition Coaching‘ in ‗Coaching in Asia – The First Decade‟. September 2010 Candid Creation Publishing LLP.; Singapore (Download from http://www.ipma.com.sg/publications.php) Competencies for Development of High Potentials
  • 82. 82 © 2013 Centre for Executive Education Pte Ltd www.ipma.com.sg  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! Case Example – Background Global Bank with Significant Asia Presence
  • 83. 83 © 2013 Centre for Executive Education Pte Ltd www.ipma.com.sg Program Evaluation Development of Gen Y High Potentials
  • 84. 84 © 2013 Centre for Executive Education Pte Ltd www.ipma.com.sg  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 Building Multi-Gen Pipeline: HR’s Role
  • 85. 85 © 2013 Centre for Executive Education Pte Ltd www.ipma.com.sg  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. Identify Gen Y Talent Early
  • 86. 86 © 2013 Centre for Executive Education Pte Ltd www.ipma.com.sg Alignment with Strategic Direction Expanding Leadership Competence Organization Competence •Markets •Competition •Customers •Products • Shift of Mindset (Mental Models) • Leadership Effectiveness – Core Transitional Skills • Business and Financial Acumen • Development of Others (Corporate Coaching Skills) •Business Processes •Structure & Accountabilities •Relationships, Power & Politics •Staffing & Capabilities (Knowledge Mgt) Reference: Sattar Bawany, The ART of War for Talent, Human Capital (SHRI), Vol. 10 Issue 1 – January 2010 p40 Accelerating the Development of High Potentials
  • 87. 87 © 2013 Centre for Executive Education Pte Ltd www.ipma.com.sg Development Review Board Executive Development Coach Professional Network Development Assignments Business Results Leadership Growth Reference: Sattar Bawany, Accelerating the Performance of Your Future Leaders, Human Capital (SHRI), April 2008 p58-61 Accelerating the Development of High Potentials
  • 88. 88 © 2013 Centre for Executive Education Pte Ltd www.ipma.com.sg Agenda  Senior insight powerful (+)  HiPo presents goals, aspirations & developmental questions  Career plans assessed in light of organisational needs  Board shares personal insights  Brainstorm specific developmental suggestions & connections HiPo Development Review Board HiPo Executive Committee HR Facilitator (Strategic Business Partner) Executive Coach HR Reference: Sattar Bawany, Accelerating the Performance of Your Future Leaders, Human Capital (SHRI), April 2008 p58-61 Accelerating the Development of High Potentials
  • 89. 89 © 2013 Centre for Executive Education Pte Ltd www.ipma.com.sg Coaching Methodology Company Expectations Individual Expectations Transition Readiness Assessment Company Feedback Individual Feedback Gaps Action Plan Gaps Action Plan AchievementActionAnalysisAwareness Reference: Sattar Bawany, The ART of War for Talent, Human Capital (SHRI), Vol. 10 Issue 1 – January 2010 p38-42 ART Framework for Developing Future Leaders & High Potentials
  • 90. 90 © 2013 Centre for Executive Education Pte Ltd www.ipma.com.sg Group Exercise: Integrative Case Study on Talent Management and Succession Planning
  • 91. 91 © 2013 Centre for Executive Education Pte Ltd www.ipma.com.sg  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) Group Exercise: Integrative Case Study on Talent Management and Succession Planning
  • 92. © 2013 Centre for Executive Education www.ipma.com.sg WELCOME BACK TO DAY 2 MASTERCLASS ON WINNING THE WAR FOR TALENT Prof Sattar Bawany CEO, Centre for Executive Education Strategic Advisor, IPMA Asia Pacific 22 - 23 January 2013 Pan Pacific Hotel, Manila, Philippines
  • 93. 93 © 2013 Centre for Executive Education Pte Ltd www.ipma.com.sg Recap: Talent Management Model Vision, 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
  • 94. © 2013 Centre for Executive Education www.ipma.com.sg SESSION 6: TALENT DEVELOPMENT
  • 95. 95 © 2013 Centre for Executive Education Pte Ltd www.ipma.com.sg Talent Management Model Vision, 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
  • 96. 96 © 2013 Centre for Executive Education Pte Ltd www.ipma.com.sg Performance Management
  • 97. 97 © 2013 Centre for Executive Education Pte Ltd www.ipma.com.sg Get right leaders in right roles Grow / Develop Talent Continuously Develop and Upgrade Manage Performance • Assessment & Selection • Leadership Expectations & Values • Recruiting & Sourcing • On-boarding • New Leader-Team Assimilation • Talent Management / Succession Planning • Assignment Management • HiPo Assessment & Executive Coaching • Executive Education Programs • Workplace Action- based Learning • Pay & Rewards • Performance Management • 360 feedback • Employee Satisfaction • Quarterly Business Reviews • Management Routines Building a Strong Leadership Bench …all delivered through a series of integrated programs & processes… • Business demands/strategy • Ongoing planning • Business Performance
  • 98. 98 © 2013 Centre for Executive Education Pte Ltd www.ipma.com.sg Performance 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.
  • 99. 99 © 2013 Centre for Executive Education Pte Ltd www.ipma.com.sg Performance Appraisal Appraisal Programs Administrative Developmental Compensation Ind. Evaluation Job Evaluation EEO/AA Support Training Career Planning
  • 100. 100 © 2013 Centre for Executive Education Pte Ltd www.ipma.com.sg Reasons Appraisal Programs Sometimes 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.
  • 101. 101 © 2013 Centre for Executive Education Pte Ltd www.ipma.com.sg Pros and Cons of 360-Degree 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. Using 360 Feedback Tools for Appraisal
  • 102. 102 © 2013 Centre for Executive Education Pte Ltd www.ipma.com.sg Performance Appraisal under an MBO Program
  • 103. 103 © 2013 Centre for Executive Education Pte Ltd www.ipma.com.sg Creating an Effective MBO Program 1. 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.
  • 104. 104 © 2013 Centre for Executive Education Pte Ltd www.ipma.com.sg The 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.
  • 105. 105 © 2013 Centre for Executive Education Pte Ltd www.ipma.com.sg Sample Personal Scorecard
  • 106. 106 © 2013 Centre for Executive Education Pte Ltd www.ipma.com.sg Managing 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.
  • 107. 107 © 2013 Centre for Executive Education Pte Ltd www.ipma.com.sg Peformance Coaching
  • 108. 108 © 2013 Centre for Executive Education Pte Ltd www.ipma.com.sg “Coaches help people set better goals and then reach those goals, provide the tools, support and structure to accomplish them” International Coaching Federation “Coaching is a powerful, collaborative relationship between a coach & a willing individual which enables, through a process of discovery, goal setting the realization of strategic action” Corporate Coach U What is Coaching?
  • 109. 109 © 2013 Centre for Executive Education Pte Ltd www.ipma.com.sg “Coaching is unlocking a person‟s potential to maximise their own performance. It‟s helping them to learn rather than teaching 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 and be challenged by their work. Create the conditions for continuous improvement by helping staff to define and achieve goals.” Coaching Successfully by Roy Johnson and John Eaton. What is Performance Coaching?
  • 110. 110 © 2013 Centre for Executive Education Pte Ltd www.ipma.com.sg Helping an individual:  ―Learn what it takes‖ to improve existing capabilities  Set meaningful goals  Be accountable for results  Understand and eliminate barriers Focus of Managerial Coaching
  • 111. 111 © 2013 Centre for Executive Education Pte Ltd www.ipma.com.sg Intention WordsRelationship TRUST COACHABLE MOMENT® Those moments when an individual is open to taking in new information that will effect a shift in his/her knowledge and behavior. Being a Manager - Coach
  • 112. 112 © 2013 Centre for Executive Education Pte Ltd www.ipma.com.sg 1. Topic/ Goal 2. Reality • Invite self assessment • Feedback • Is there a gap? • Be creative – look at the full range, brainstorm • Offer suggestions for consideration – beware advice! 3. Options 4. Wrap Up • Identify possible obstacles • Commit to action • Identify steps • Agree support • Agree topic for discussion • Agree specific objective of the session • Set longer term aim if appropriate Gap? The TGROW Coaching Model
  • 113. 113 © 2013 Centre for Executive Education Pte Ltd www.ipma.com.sg 1. Topic/Goal 2. Reality • What‘s the evidence? • What have you already tried? • What did you learn from that? • What other feedback do you have? • If you looked at this from another angle … what could you do then? • What could you try now? • What else? • What could you do as a first step? 3. Options4. Wrap Up • What do you want to cover today? • What are you hoping to achieve today? • What are the priorities? • What other help/input do you need? • When could you do this? • What could get in the way of your plans? • How will you overcome this? • How will you/others know you‘ve been successful? • End – what have you learnt from today? How have we worked together? What could we do differently next time? TGROW – Coaching Questions
  • 114. 114 © 2013 Centre for Executive Education Pte Ltd www.ipma.com.sg Conduct these role-play sessions in groups of 3. For each of the role-play sessions, there will be an employee, a manager-coach and an observer. Preparation – 5mins Coaching session – 15mins Debrief – 5 min Rotate the roles after each role-play session. Focus will be on a real-life case scenarios that you are currently experiencing in your workplace/teams. Alternatively you may consider the 3 examples workplace scenarios. TGROW – Coaching Practice Session
  • 115. 115 © 2013 Centre for Executive Education Pte Ltd www.ipma.com.sg Leadership Development
  • 116. 116 © 2013 Centre for Executive Education Pte Ltd www.ipma.com.sg 1. Acting with an insensitive, abrasive, intimidating style 2. Lack of relationship management skills including collaborative, interpersonal and team effectiveness skills 3. The inability to respond quickly and flexibly to rapidly changing market conditions 4. Lack of cross cultural communication skills 5. Failing to make the boss/organization's priorities a high priority Top Lessons on Executive Derailers
  • 117. 117 © 2013 Centre for Executive Education Pte Ltd www.ipma.com.sg Video on Kids’ Interview on What is a Good Leader?
  • 118. 118 © 2013 Centre for Executive Education Pte Ltd www.ipma.com.sg  Use intellectual as well as emotional capabilities to guide organizations through turbulent business environments towards achieving organization's results  Understand the importance of emotional intelligence in development of leadership effectiveness and sustaining employee engagement and productivity Today’s Leadership Challenges
  • 119. 119 © 2013 Centre for Executive Education Pte Ltd www.ipma.com.sg Emotional Intelligence and Effective Leadership Development
  • 120. 120 © 2013 Centre for Executive Education Pte Ltd www.ipma.com.sg You CAN Change This!!!
  • 121. 121 © 2013 Centre for Executive Education Pte Ltd www.ipma.com.sg 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 Intelligence Quotient (IQ)
  • 122. 122 © 2013 Centre for Executive Education Pte Ltd www.ipma.com.sg Emotional Intelligence, also called EI and often measured as an Emotional Intelligence Quotient (EQ), describes an ability, capacity, or skill to perceive, assess, and manage the emotions of one's self, of others, and of groups “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. Emotional Intelligence and EQ
  • 123. 123 © 2013 Centre for Executive Education Pte Ltd www.ipma.com.sg ―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. Emotional Intelligence by Goleman
  • 124. 124 © 2013 Centre for Executive Education Pte Ltd www.ipma.com.sg Harvard Video on Social Intelligence
  • 125. 125 © 2013 Centre for Executive Education Pte Ltd www.ipma.com.sg Goleman’s EI Model Daniel Goldman, Leadership That Gets Results. Harvard Business Review. March-April 2000
  • 126. 126 © 2013 Centre for Executive Education Pte Ltd www.ipma.com.sg  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 Emotional Intelligence: Self Assessment
  • 127. © 2013 Centre for Executive Education www.ipma.com.sg SESSION 7: TALENT ENGAGEMENT
  • 128. 128 © 2013 Centre for Executive Education Pte Ltd www.ipma.com.sg Talent Management Model Vision, 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
  • 129. 129 © 2013 Centre for Executive Education Pte Ltd www.ipma.com.sg 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 1. 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. Demystifying Employee Engagement
  • 130. 130 © 2013 Centre for Executive Education Pte Ltd www.ipma.com.sg Say Stay Strive Engagement Source: Hewitt Associates Best Employers Study: http://was2.hewitt.com/bestemployers/canada/pages/driving_engagement.htm Demystifying Employee Engagement
  • 131. 131 © 2013 Centre for Executive Education Pte Ltd www.ipma.com.sg Source: Getting Personal in the Workplace, Are negative relationships squelching productivity in your company? by Steve Crabtree, Gallup Management Journal Article, June 2004 3 Types O Employees
  • 132. 132 © 2013 Centre for Executive Education Pte Ltd www.ipma.com.sg Alignment – knowing what to do Engagement – wanting to do it Employee Engagement and Alignment
  • 133. 133 © 2013 Centre for Executive Education Pte Ltd www.ipma.com.sg Engaging Managers performs the following tasks: Managers focus on their people (Adapt Leadership and Communication Styles to each Generation of Employees) Managers treat their people as individuals (Understand the Psyche of Multigenerational Employees) Managers who coach their people (Maximise the Potential and Meet the Aspirations of Employees) Role of Managers
  • 134. 134 © 2013 Centre for Executive Education Pte Ltd www.ipma.com.sg Traditionalists Baby Boomers Gen X Gen Y Career Goals Legacy Stellar Career Portable Career Parallel Careers Rewards Satisfaction of a Job Well Done Money, Title, Recognition, Corner Office Freedom Is The Ultimate Reward Work That Has Meaning Work-Life Balance Support in shifting the balance Help me balance everyone else and find meaning in myself Give me balance NOW! Not when I‘m 65 Work isn‘t everything. Flexibility to balance my other activities Job Changing Carries a stigma Puts you behind Is Necessary Is Expected Training I learned the hard way, you can too! Train them too much and they‘ll leave The more they learn, the more they‘ll stay Continuous learning is a way of life Source: Lynne C. Lancaster and David Stallman ‗When Generations Collide: Who They Are. Why They Clash. How to Solve the Generational Puzzle at Work‟, 2002. Overview of Generational Differences
  • 135. 135 © 2013 Centre for Executive Education Pte Ltd www.ipma.com.sg Source: The Straits Times, 8 April 2010
  • 136. 136 © 2013 Centre for Executive Education Pte Ltd www.ipma.com.sg  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‘, 2010 http://www.fairemployment.sg/assets/files/Publications/Publication%20-%20Harnessing%20the%20Potential% 20of%20Singapore's%20Multi-Generational%20Workforce.pdf Generational Diversity in Today’s Workforce
  • 137. 137 © 2013 Centre for Executive Education Pte Ltd www.ipma.com.sg  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. Benefits of Multigenerational Teams
  • 138. 138 © 2013 Centre for Executive Education Pte Ltd www.ipma.com.sg 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?
  • 139. 139 © 2013 Centre for Executive Education Pte Ltd www.ipma.com.sg 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 Leadership Characteristics That Gen Y-ers Want Their Leaders To Demonstrate Leadership Characteristics That Managers From The Other Generations Believe In Demonstrating To Gen Y-ers 1. 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. http://www.gmprecruit.com/resource_hub/..%5Cpdf%5CResourceHub%5Cgeny_press. pdf Leading Gen Y Employees
  • 140. 140 © 2013 Centre for Executive Education Pte Ltd www.ipma.com.sg Top Factors That Motivate Gen Y To Stay In Organizations Retention Strategies Most Utilized By Organizations 1. Opportunities for Career Advancement (63%) 1. Opportunities for Career 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. Engaging Gen Y Employees
  • 141. 141 © 2013 Centre for Executive Education Pte Ltd www.ipma.com.sg  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. Exercise: Managing the ROI on Gen Y?
  • 142. 142 © 2013 Centre for Executive Education Pte Ltd www.ipma.com.sg Source: http://www.youtube.com/watch?v=rDAdaaupMno
  • 143. 143 © 2013 Centre for Executive Education Pte Ltd www.ipma.com.sg Generation 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)
  • 144. 144 © 2013 Centre for Executive Education Pte Ltd www.ipma.com.sg  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. Gen Z or The Linksters
  • 145. 145 © 2013 Centre for Executive Education Pte Ltd www.ipma.com.sg  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 2012 http://www.i-l-m.com/edge/managing_generation_Z.aspx Managing Gen Z
  • 146. 146 © 2013 Centre for Executive Education Pte Ltd www.ipma.com.sg • Profitability/ROI • Cost Optimisation • Employee Turnover / Retention • Employee Satisfaction • Employee Loyalty • Policy on CSR, Sabbatical • Rewards and Flexibility • Culture, Espirit De Corps • EQ Level & EI Competencies • Servant Leadership/Level 5 • Leadership Styles Organisational Results Talent Engagement Organisational Climate Leadership Effectiveness Customer Loyalty • Customer Satisfaction • Service Value/ Relationship Bawany, S. (2011) ―Ways to achieve Organisational Success: Role of Leaders in Engaging the Multi-Generational Workforce” published by Singapore Business Review, 1st November 2011. http://sbr.com.sg/hreducation/commentary/ways-achieve-incredible-organizational-success-0 Engaging Your Multi-Gen Talent
  • 147. 147 © 2013 Centre for Executive Education Pte Ltd www.ipma.com.sg Important Note: The purpose of the following short quiz is to provide you with an application of Emotional Intelligence (EI). The results you get from this quiz are NOT a comprehensive picture of your EQ. Group Exercise: EI Mini Quiz
  • 148. 148 © 2013 Centre for Executive Education Pte Ltd www.ipma.com.sg “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.
  • 149. 149 © 2013 Centre for Executive Education Pte Ltd www.ipma.com.sg 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, it's 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. 149
  • 150. 150 © 2013 Centre for Executive Education Pte Ltd www.ipma.com.sg 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, it's 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.
  • 151. 151 © 2013 Centre for Executive Education Pte Ltd www.ipma.com.sg Scenario 2: You are a Gen X Manager in an organization that is trying to encourage respect for racial and ethnic diversity. You overheard 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 his behavior is inappropriate and is ground 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.
  • 152. 152 © 2013 Centre for Executive Education Pte Ltd www.ipma.com.sg 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. Answer for Scenario 2 - The Racist Joke:
  • 153. 153 © 2013 Centre for Executive Education Pte Ltd www.ipma.com.sg 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 the Human Resource 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.
  • 154. 154 © 2013 Centre for Executive Education Pte Ltd www.ipma.com.sg The most emotionally intelligent answer is D. Managing multigenerational employees requires high levels of emotional intelligence, particularly if you are going to be successful in maximizing the performance of your team. Often, this means that you need to tailor your approach to meets the specific generational needs of the individual, and provide them with support to help them 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 tasks B. 5 Points – Get the Human Resource Manager to talk to him about where he sees his future in the organization C. 0 Points – Purposely give him lots of complex decisions to make so that he will become more confident in the role D. 10 Points – Engineer an ongoing series of challenging but manageable experiences for him, and make yourself his mentor (reverse mentoring) Answer for Scenario 3 - The indecisive Baby Boomer Employee:
  • 155. 155 © 2013 Centre for Executive Education Pte Ltd www.ipma.com.sg Source: http://www.youtube.com/watch?v=fVHnug8H1MM
  • 156. 156 © 2013 Centre for Executive Education Pte Ltd www.ipma.com.sg  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 Recommendations
  • 157. © 2013 Centre for Executive Education www.ipma.com.sg SESSION 8: SUMMARY & ACTION PLAN
  • 158. 158 © 2013 Centre for Executive Education Pte Ltd www.ipma.com.sg Organization Analysis -Job descriptions -Job spesifications Assessing the Emloyees A B C D Potential Candidates Performance Evaluation Buss. Results Personal Development Activities Talent Review Committees Potancial Candidates and Succession Lists Approval of the Lists Analysis Assessment DevelopmentTalent Development Programs January - April May-June July onwards...... Summary: Talent Management Process
  • 159. 159 © 2013 Centre for Executive Education Pte Ltd www.ipma.com.sg 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!
  • 160. 160 © 2013 Centre for Executive Education Pte Ltd www.ipma.com.sg Specific Goal Measurement 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? Creating a SMART Development Plan
  • 161. 161 © 2013 Centre for Executive Education Pte Ltd www.ipma.com.sg http://www.youtube.com/watch?v=03o1JZ7c7gI Video: Make Makes a Great Leader?
  • 162. 162 © 2013 Centre for Executive Education Pte Ltd www.ipma.com.sg 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!!! Final Thoughts
  • 163. 163 © 2013 Centre for Executive Education Pte Ltd www.ipma.com.sg 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 Keeping in Touch on Social Media