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Talent Acquisition Steven V. Manderscheid, Ed.D..

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1 Talent Acquisition Steven V. Manderscheid, Ed.D.

2 Introduction  Name.  Role.  Why are you interested in talent acquisition?  What would you like to get out of this course?

3 Foundation  Share your experiences. They provide valuable insight.  If you are doing something that gets the results you want, keep doing it.  Take the concepts you learn here and put it into your own style.

4 Syllabus Syllabus Review

5 Writing Papers: A Few Tips  Consider outlining your thoughts before writing the paper.  Use 10- to 12-point font with 1 inch margins.  Left-justify your paper.  Include a title page.  Include an introduction, body and closing.  Subtitles increase readability.  Use APA guidelines for citations.  Proofread your paper and review transitions from point-to-point and from paragraph-to- paragraph.  Feel free to submit the paper electronically or by hard copy.

6 Course Overview  Talent management and acquisition defined.  Talent acquisition workflow.  Sourcing candidates.  Job-fit and organization-fit.  Selection methods (e.g., interviewing).  Evaluation frameworks.  Onboarding strategies.

7 Learning Objectives  Define talent acquisition and differentiate between sourcing and selection processes.  Use tangible and intangible data to articulate a business case for effective talent management.  Articulate the seven steps in a common talent acquisition process.  Conduct a job-fit and organization-fit analysis and translate the analysis into selection criteria and methods.

8 Learning Objectives  Develop behavior-based and situation-based interview questions derived from job analysis data and conduct a professional interview.  Design a process for final candidate evaluation.  Articulate an employer’s legal responsibilities in the recruitment process.  Highlight various strategies to onboard new employees.

9 Talent Management 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.

10 Talent Management 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.

11 Talent Management Model Vision, Mission, Strategy and Values Talent Management Strategy Talent Acquisition Sourcing, Selection and Onboarding Talent Development Performance Management, Career Development, Leadership Development and Succession Planning Talent Assessment and Alignment Internal Mobility and Workforce Planning Competency Management Talent Management Foundation

12 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.

13 What’s the Business Case?  What is the business case for effective talent acquisition?  What are the costs of acquiring the wrong talent?

14 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.

15 Acquisition Workflow  Requisition process.  Sourcing.  Application process.  Screening and interviewing.  Acquisition.  Employment offers.  Regrets.

16 Sourcing Candidates  College recruiting.  Newspapers.  Recruiting services.  Web sites.  Trade journals.  Temp-to-hire.

17 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”). Related to higher performance and lower turnover. Person-Organization Fit: The congruence of an individual’s personality, beliefs and values with the culture, norms and values of the organization. Related to job satisfaction, commitment and turnover.

18 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 Siebel’s CRM application).  Desirables: Not essential to perform the job, but can be used to differentiate candidates (e.g., fluent in German).

19 Person-Organization Fit Individual Organization Personality Values Expectations Knowledge Skills Interests Strategies Objectives Values Culture Rewards Management Structure Abilities Goals

20 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.

21 Selection Methods  Interviews.  Ability tests.  Personality tests.  Integrity tests.

22 Legal Compliance  Title VII of the Civil Rights Act (1964, 1991).  Age Discrimination in Employment Act (1967).  Americans with Disabilities Act (1990).  Rehabilitation Act (1973).  Executive Order (1965).

23 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?

24 Halo and Recency Effect The halo effect is the tendency to attribute positive traits to a person with whom you have something in common. This leads to hiring people most like yourself and not necessarily the best person for the job. The recency effect is the tendency to focus your attention on the most recent candidates because they are freshest in your memory.

25 More Than a Gut Feeling When watching the video, make note of what the interviewer does particularly well. We will discuss your observations after the video.

26 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…."

27 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.

28 Leading Questions Examples of leading questions:  It’s important that people work collaboratively with others on projects. Are you a team player? Do you work well with others?  We like to have employees who are on time to work and meetings. Do you arrive to work on time? Do you find it difficult to make it to meetings on time?  You will have responsibility for a department of five people. Does this appeal to you?

29 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, identify the most important dimensions of the job.  After you have identified the essentials, develop a behavior-oriented or situation- oriented question for each dimension.  When you have completed this, please be prepared to share an example with the rest of the class.

30 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 questions to probe how well the individual aligns with the job dimensions. Provide evidence for how the candidate aligns. Candidate: _________________ Position: _______________

31 Talent Acquisition Use the worksheet shown on the previous slide and the competencies developed earlier in the course to develop specific interview questions to acquire talent. The purpose of this exercise is to ensure you are acquiring talent that is aligned with strategy, possesses the required competencies, and fits the organization’s culture.

32 Let’s Practice Continued from Session Three

33 The Interview  Put the person at ease to establish rapport.  Explain the interview structure.  Ask your questions and really listen to the candidate’s responses.  Take notes.  Describe the job and sell the organization.  Answer candidate’s questions.  Discuss the next steps.

34 Listening Tips  Avoid being distracted.  Spend at least 80 percent of the time listening and 20 percent talking.  Don’t interrupt the candidate (unless they are rambling).  Ask follow-up questions to get clarity.  Observe the candidate’s nonverbal expressions.  Use nonverbal expressions to show interest.  Listen for “free” information.

35 Note Taking  Do not use signs, symbols or words that indicate race, gender, age, disability, sexual preference or religion.  Record specifics as they relate to job responsibilities.  Record favorable and unfavorable responses to create a balanced image.  Spend some time after the interview polishing your notes.  Take notes consistently.

36 Closing the Interview  Describe the decision-making process and time frame.  Ask: “Is there anything else you would like me to tell you about the position or the organization?”  Explain that a background check will be conducted if the candidate is considered further.  Give the candidate your business card and encourage them to call if they have questions.  Thank the candidate.

37 Let’s Practice: Fishbowl Exercise  We need two people to volunteer; one person will be the interviewer and one will be the interviewee.  The interviewer should provide the interviewee with a brief description of the job (use information from your Interview Worksheet).  The interviewer should follow the guidelines we discussed for interviewing, and the interviewee should do their best to respond.

38 Candidate Evaluation  Ensures that you and others evaluate candidates on the same job-related criteria.  Guides you through the process of making a hiring decision when several candidates appear to be qualified.  Allows you to document the specific reasons why you did or did not offer the position to each candidate.

39 Evaluation Worksheet (One) Applicant NameEmployee #Interview Date UnqualifiedBorderlineQualified List in priority the most important job dimensions: 1. Comments: 2. Comments: 3. Comments: 4. Comments:

40 Evaluation Worksheet Evaluation Criteria:  Unqualified: The candidate shows little or no capacity to perform the duties of the position and/or is not a good fit for the organization.  Borderline: The candidate shows some capacity to perform the duties but is a questionable fit for the organization.  Qualified: The candidate has performed the duties and is a good fit for the organization.

41 Evaluation Worksheet (Two) CandidatesPrimary Qualifications Has five years experience in… Certification s Problem Solving Has the ability to… Initiative Takes the initiative to… Leadership Demonstrates an ability to… Joe Mary Karla

42 Onboarding Why is it important to help new employees get socialized into their work groups? What is the payoff? Who is responsible for integrating new employees in your organization?

43 Onboarding Ideas Work in groups of three or four and highlight some best practices to successfully integrate new talent into an organization. Here are some questions you might want to discuss before developing your list:  What does your organization do to ensure people are successfully integrated (socialized) into the organization?  What could your organization do better to ensure people are successfully integrated and socialized into the organization?

44 Module Wrap-Up Questions or comments?


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