Your SlideShare is downloading. ×
NCCET 2010 Miami
Upcoming SlideShare
Loading in...5
×

Thanks for flagging this SlideShare!

Oops! An error has occurred.

×

Introducing the official SlideShare app

Stunning, full-screen experience for iPhone and Android

Text the download link to your phone

Standard text messaging rates apply

NCCET 2010 Miami

276
views

Published on

Published in: Technology, Business

0 Comments
0 Likes
Statistics
Notes
  • Be the first to comment

  • Be the first to like this

No Downloads
Views
Total Views
276
On Slideshare
0
From Embeds
0
Number of Embeds
1
Actions
Shares
0
Downloads
1
Comments
0
Likes
0
Embeds 0
No embeds

Report content
Flagged as inappropriate Flag as inappropriate
Flag as inappropriate

Select your reason for flagging this presentation as inappropriate.

Cancel
No notes for slide

Transcript

  • 1. Aligning Talent Across Education & Business The Value of Objective Assessment of Jobs and People A Division of ATG
  • 2. Bellwether Trends from Business  Business leaders employ a wider variety of assessment tools to increase the probability of making a successful hire  40 percent of medium-sized companies report using work styles questionnaires, and 32 percent use simulations in addition to interviews in hiring processes. The Landscape
  • 3. 3 Talent Development Scenarios St. Johns River Community College: Developing the Workforce Development Team Florida State College at Jacksonville: Developing Students in a Degree Program Raritan Valley Community College: Developing Employees with Continuing Education I II III
  • 4. Value of Objective Assessment Each scenario demonstrates the value of using objective assessment of jobs and/or people to identify talent development needs and respond to those needs with customized talent development solutions
  • 5. Scenario I : Development Developing the Workforce Development Team The Development Need = The Team Team was stuck; some members in position for over five years Couldn’t create vision of where workforce development needed to go Members functioning in own academic silo High stress and symptoms of burnout
  • 6. Scenario I : Development The Development Need: The Climate for Change New College President New VP of Workforce Development Difficult economic times Plans for new initiatives across the college
  • 7. Scenario I : Assessment Intervention Completed work-related behavior assessments Received individual development feedback Assessment results rolled up into Team Impact Report Process Stage Ratings and Preferred Team Types calculated
  • 8. Assessment Results- WFD Team Then 0 2 4 6 8 Exploring Possibilities Evaluating Options Setting Direction Committing to Action Using Networks Maintaining Cohesion Staying Focused Resisting Pressure SJRCC Team Impact Cycle Phases Mean Maximum
  • 9. Assessment Results continued… Process Stage Team Impact This Team’s Rating Creating Exploring Possibilities Capable Evaluating Options Capable Managing Setting Direction Weak* Committing to Action Weak* Resourcing Using Networks Weak* Maintaining Cohesion Capable Delivering Staying Focused Weak* Resisting Pressure Strong *The team needs development in this area.
  • 10. Assessment Results WFD Team Now Task Focus Impact People Focus Impact Exploring Possibilities Adequate Behaviour Adequate Behaviour Setting Direction Evaluating Options Adequate Behaviour Adequate Behaviour Committing to Action Staying Focused Adequate Behaviour Development Need Using Networks Resisting Pressure Strength Adequate Behaviour Maintaining Cohesion
  • 11. Talent Development Activity Team reviewed data from Team Impact Report Individual team members recognized their strengths and challenges Team identified team dynamics that impeded effectiveness Team set goals and objectives to become more effective
  • 12. Talent Development Outcome Two team members chose to retire New enthusiasm and greater commitment to achieving team goals Greater understanding of each member’s leadership role Team members working more closely, productively, efficiently Entire team now moving to bring about needed changes
  • 13. Scenario II : Development Developing Students in a Degree Program The Development Need College creating new 4year degree in Supervisory Management Program had to be designed to meet expectations of employers Business community input necessary for graduates to be hired
  • 14. Employers invited to build model of frontline supervisor role Model highlighted attributes and competencies needed in role Students completed assessment with scores matched to model Students received own results as basis for development Assessment Intervention
  • 15. Assessment Results
  • 16. Assessment Results continued… Essential Criteria
  • 17. Talent Development Activity Class conducted to help students interpret their assessment results Each student asked to select two or three areas for development Each student wrote own development plan for instructor approval Students identified resources needed to change behaviors
  • 18. Talent Development Outcome Instructors introduced behavioral change material in courses Students included behavior change efforts in their program Students showed significant growth in relationship to people domain Students reassessed after 12 to 18 months to measure improvement
  • 19. Capstone Experience
  • 20. Student’s Perceived Value
  • 21. Scenario III Developing Employees with Continuing Education The Development Need DS&D grew dramatically through planned and unplanned acquisitions Great technical people, but no one with frontline leadership skills Most departments now large enough to need frontline leadership More growth both internal and through acquisition expected in 2010 State of New Jersey made money available to train frontline leaders
  • 22. Assessment Intervention Key executives and several potential frontline leaders built model of role Model highlighted attributes and competencies needed for success Potential frontline leaders assessed and scores matched to model Summary assessment data against model determined training needs
  • 23. Assessment Results Persuasive: enjoys selling and negotiating Controlling: likes to be in charge Socially Confident: feels comfortable when first meeting people Democratic : involves other in decision making Data Rational: likes working with numbers Evaluative: critically evaluates information Behavioral: enjoys analyzing others’ behaviors Forward Thinking: enjoys forming long-term plans 8 Essential Behavioral Dimensions
  • 24. Assessment Results continued… Trainee Scores on Essential Dimensions Persuasive No Incumbent Score > 6 Controlling No Incumbent Score > 6 Need Need Socially Confident More than Half Score <= 5 Need Data Rational All Incumbents Score >= 5 No Need Evaluative Only 4 incumbents Score >= 6 Some Need Behavioral Only 3 Incumbents Score >= 6 Some Need No Incumbent Score >7 Need Democratic Forward Thinking Only 3 Incumbents Score >= 5 Need
  • 25. Assessment Results continued… Three Most Essential Competencies Leadership No Incumbent Score > 3 Planning & Organizing Incumbent Scores Distributed Evenly Need No Need Strategic Only 2 Incumbents Score > 3 Need
  • 26. Trainees provided with own assessment data and role match Magnitude of gaps motivated trainees to attend classes Training needs data from assessment shared with college trainer Trainer customized learning modules to address measured needs Talent Development Activity
  • 27. Talent Development Outcome Customized training maximized return on New Jersey’s investment Trainees received exactly what they needed to move into new roles New frontline leaders took their leadership responsibilities seriously DS&D has leadership depth to support growth in 2010 and beyond
  • 28. Thank You Dr. Dale F. Campbell Professor and Director CCLC University of Florida dfc@coe.uff.edu Anna Lebesch VP Workforce Development St Johns State College, FL annalebesch@sjrcc.edu Dr. Sheri B. Litt E – Dean Florida State College at Jacksonville sblitt@fscj.edu Dr. Leslie H. Krieger President of ATG les@assessment-tech.com Contact Information