Presentation on theme: "Welcome to IMPLEMENTING SUCCESSION MANAGEMENT AT THE U: DEVELOPING THE LEADERSHIP PIPELINE Thursday, Jan. 20th 2011 CMU President’s Room."— Presentation transcript:
1Welcome to IMPLEMENTING SUCCESSION MANAGEMENT AT THE U: DEVELOPING THE LEADERSHIP PIPELINE Thursday, Jan. 20th CMU President’s Room
2Agenda Steps 4,5 and 6 in the implementation process Consider some new tools to help make your succession management process more systematic and robustNext steps for your unit?2
36 Steps 6. Build the support system 36 Steps6. Build the support system5. Accelerate the development of talent4. Conduct talent reviews/make decisions3. Identify and assess succession candidates2. Define leadership role requirements1. Identify targets and roles3
44. Conduct Talent Reviews Make Decisions Provide forums for talent discussions to occurResolve to share information on candidates across silosUse consistent criteria to assess, performance, readiness, potential, fitMake discussions future orientedConsider cross department division or department deploymentMake decisions on future assignments and development plans4
5U of M Succession Planning Data Employee Name: Date Ready for Re-Assignment: Employee Number: Completed by: Date: Current Position: Months in Current Position: Past Position: Years with University: Most recent performance appraisal rating (check one):Evaluate Leadership Competencies by checking either “Dominant Strength”, “Acceptable” or CompetencyCompetencyDominant StrengthAcceptableManage/MitigateCommentsOperates StrategicallyDemonstrates Organizational SavvyManages ExecutionMakes Sound DecisionsInfluences and InspiresListens and Communicates EffectivelyCultivates Relationships and Fosters CollaborationManages and Develops TalentEstablishes TrustDisplays Self -AwarenessLeverages Diversity and DifferencesPlease summarize key examples of the following: operating style, strengths, distinctive skills and abilities, development needs, demonstration areas, retention issues.Check the “Succession Planning Rating” that currently describes this individual’s career potential:HP P DL WP NA TNDevelopment Options : (for those rated HP, P or DL, Indicate a potential assignment or development activity consistent with this individuals interests and potential)16
6U of M Succession Planning Rating Scales CriteriaHi PoHigh PotentialorM P Most PromisingPerformance – last performance rating, performance trendPotential - could move 2 levels within 5 years - could leapfrog (move more than one level up at a time) - cognitive capacity - leadership competence (for next level) - willingness/aspirationReadiness - necessary experiences - ability to handle higher level roleFit - match between organizational needs and individual desiresPPromotablePromotable 1 levelwould be capable of performing at the next higher level of scopeDLDevelop Laterallyneeds development in a lateral but different jobcould contribute in lateral jobWPWell Placed…………………...HiProHigh Professionalwell suited for current role, can grow as demands of the job increase………………………………………………………………………………Well placed individuals who are experienced, know their job inside and out and can train and coach othersNANeeds Attentionnot well placed in current role; limited potential to develop as demands of the job increaseplace in a more suitable position or manage out of organizationTNToo Newnot in position long enough to make a good assessment (in position less than six months)17
7Characteristics of HiPo/HiPer Individuals* Normal [usual]High Potential“More of the existing…”Strong and comfortable in areas of expertiseLeverages productivity by improving existing workflows without changing basic premisesShares knowledge with team“Proven and solid competence…”Provides outstanding subject matter expertise and process knowledge within his/her subjectTakes responsibility for tasks and for the objectives off the teamIs able to handle team conflicts properlyAccomplish a successful sound career…”Is capable of taking on new challenges and tasks* FairIsaac Corporation…and “something different”Dares and drives to leave comfort zone and shows compelling results outside area of own expertiseQuestions the premise; creates new business opportunities by taking initiativeShares knowledge in cross-departmental functional networks…and “yet unused talent to foster”Becomes an expert for new subject areas quickly by developing at an accelerated speedDesires to get more responsibilityNotices team conflicts very early on and proactively resolves them…and “capable of taking two career steps within a short period of time”Is capable of handling challenges with significantly higher complexity12
8Talent Review Meeting Discuss each participant for 10 minutes; Participant’s senior leader leads conversation and others expected to weigh in;9 Block model structures the dialog, assessment of potential, performance and development needs;Planning horizon is 6 – 24 months14
10Accelerating development ASR Development TeamWork, work…and more workPM opportunitiesOpportunities to be visible as a leader in ASRInvolve in organizational decisionsMerit increases, when appropriate and possiblePELProfessional organizationsRecognitionUpcoming brown bag
14Conversations about talent Do not conduct formal talent reviewsPerformance evaluationBehavior anchors for supervisor competenciesDiscussions between supervisors to align ratingsDirector conversationsWeekly ASR managers (functional directors) meetingsWeekly OE meeting with ASR directorPlan for known or potential position openings
156. Build the Support System Discuss - pros and cons of internal promotions vs hiring from outside - diversity considerations - how to best keep the pipeline full of the right people at the right time ready for the right jobRecruit willing mentorsDetermine who will shepherd succession candidates through their developmentDecide how you’ll measure the success of your programHomework discussionTable group discussions about ratio of internal and external hires15
16ASR’s support system Employee orientation IDP process Meet with ASR director and OE/Communications asst. directorIDP processOptional 360sRevisions to the IDPSupervisors meetingsDeveloping skills in managing talentAnnual employee surveyOngoing communication
17U Services Mentor/Coach Mentor (requirement) identified by participantMentoring handbook provided to participant and mentorOutlines roles and responsibilities of participant, mentor and managerFocuses responsibility for success on participantParticipant/Mentor/Manager/HR meet periodically to ensure relationship is on track and mentor adds valueCoaching for select participants
18U Services Survey Monkey Results 80% felt objectives of program were clearly defined;90% had a level of satisfaction with program;360’s were very helpful in creating development plans;90% agreed that their management’s support was evident and helpful;90% felt their mentor assisted them with their development;70% responded that they were committed and made progress on their plan.
19U Services Survey Monkey Results 80% felt objectives of program were clearly defined;90% had a level of satisfaction with program;360’s were very helpful in creating development plans;90% agreed that their management’s support was evident and helpful;90% felt their mentor assisted them with their development;70% responded that they were committed and made progress on their plan.
20Additional Tools The CHOICES ARCHITECT ® The Talent Bench Snapshot Leadership Potential ScorecardPreserving Institutional Memory
21Learning AgilityThe ability to learn the right lessons from experience and apply those learnings to new and first-time situations. Identifying “learning agile” job candidates and employees within your unit will help you effectively implement succession planning and development efforts.The CHOICES ARCHITECT ®A research-based tool designed to measure learning agility.Available to supervisors as a card sort activity as well as a paper and online assessment.(Korn Ferry International: Lominger)
22# Managers &Supervisors # Individual Contributors ExampleTalent Bench Snapshot By Name Unit or College* Indicate Readiness:0-3 Months Months Months Yrs# Vice PresidentsAVPs, AVCs, Assoc., Asst.Others# Directors# Managers &Supervisors# Individual ContributorsTotal #HP – High PotentialP – PromotableDL – Develop LaterallyWP – Well PlacedNA – Needs AttentionTN – Too New
23Scorecard for Assessing Leadership Potential1. Could the employee perform at a higher level, in a different position or take on increased responsibilities within the next year (consider the person’s ability only, not whether there is a position available to support this growth)?2. Could the employee perform at a higher level, in a different position, or take on increased responsibilities within the next three years (consider the person’s ability only, not whether there is a position available to support this growth)?3. Can you envision this employee performing two levels above his or her current position in the next five to six years?4. Is the organization likely to value growth of the skills and competencies of this employee over the next several years?5. Could the employee learn the additional skills and competencies he or she needs to be able to perform at a higher or different level?6. Does the employee demonstrate leadership ability—by showing initiative and vision, delivering on promised results, communicating effectively, and taking appropriate risks?7. Does the employee demonstrate an ability to comfortably interact with people at a higher level or in different areas?8. Does the employee demonstrate comfort with a broader company perspective than his or her job currently requires?9. Does the employee demonstrate flexibility and motivation to move into a job that might be different than any that currently exist?10. Does the employee welcome opportunities for learning and development?Answer yes or no to each question To evaluate this employee’s potential, calculate the total number of “yes” responses and use the following scoring:0-3 = Low; 4-7 = Medium; 8-10 = High
24Preserving Institutional Memory “I wish there was a way to download their brains.” As employees leave, are they taking valuable knowledge with them that will not be available to successors?Suggested strategies for combating brain drain:Build a knowledge-retention culture and make knowledge retention part of the organization’s mission.Systematically record knowledge of employees on verge of retirement by using video, interviews, and documentation.Hold one-day wisdom transfer workshops.National Cooperative Highway Research Program, Preserving and Using Institutional Memory Through Knowledge Management Practices, 2007, Transportation Research Board
25Succession Management Action PlanningMy one or two primary lessons from the succession seminar series are …Actions I will take as a result of things I learned or thought of at the succession seminar series are…Regarding succession management, I would like to learn more about …By 8/1/11, my unit will have achieved the succession-related goal of ….