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Welcome to IMPLEMENTING SUCCESSION MANAGEMENT AT THE U: DEVELOPING THE LEADERSHIP PIPELINE Thursday, Jan. 20th 2011 CMU President’s Room.

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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:

1 Welcome to IMPLEMENTING SUCCESSION MANAGEMENT AT THE U: DEVELOPING THE LEADERSHIP PIPELINE Thursday, Jan. 20th CMU President’s Room

2 Agenda Steps 4,5 and 6 in the implementation process
Consider some new tools to help make your succession management process more systematic and robust Next steps for your unit? 2

3 6 Steps 6. Build the support system
3 6 Steps 6. Build the support system 5. Accelerate the development of talent 4. Conduct talent reviews/make decisions 3. Identify and assess succession candidates 2. Define leadership role requirements 1. Identify targets and roles 3

4 4. Conduct Talent Reviews Make Decisions
Provide forums for talent discussions to occur Resolve to share information on candidates across silos Use consistent criteria to assess, performance, readiness, potential, fit Make discussions future oriented Consider cross department division or department deployment Make decisions on future assignments and development plans 4

5 U 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 Competency       Competency Dominant Strength Acceptable Manage/Mitigate Comments Operates Strategically Demonstrates Organizational Savvy Manages Execution Makes Sound Decisions Influences and Inspires Listens and Communicates Effectively Cultivates Relationships and Fosters Collaboration Manages and Develops Talent Establishes Trust Displays Self -Awareness Leverages Diversity and Differences Please 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 TN Development Options : (for those rated HP, P or DL, Indicate a potential assignment or development activity consistent with this individuals interests and potential) 16

6 U of M Succession Planning Rating Scales
Criteria Hi Po High Potential or M P Most Promising Performance – last performance rating, performance trend Potential - 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/aspiration Readiness - necessary experiences - ability to handle higher level role Fit - match between organizational needs and individual desires P Promotable Promotable 1 level would be capable of performing at the next higher level of scope DL Develop Laterally needs development in a lateral but different job could contribute in lateral job WP Well Placed …………………... HiPro High Professional well 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 others NA Needs Attention not well placed in current role; limited potential to develop as demands of the job increase place in a more suitable position or manage out of organization TN Too New not in position long enough to make a good assessment (in position less than six months) 17

7 Characteristics of HiPo/HiPer Individuals*
Normal [usual] High Potential “More of the existing…” Strong and comfortable in areas of expertise Leverages productivity by improving existing workflows without changing basic premises Shares knowledge with team “Proven and solid competence…” Provides outstanding subject matter expertise and process knowledge within his/her subject Takes responsibility for tasks and for the objectives off the team Is able to handle team conflicts properly Accomplish 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 expertise Questions the premise; creates new business opportunities by taking initiative Shares 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 speed Desires to get more responsibility Notices 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 complexity 12

8 Talent 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 months 14

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10 Accelerating development
ASR Development Team Work, work…and more work PM opportunities Opportunities to be visible as a leader in ASR Involve in organizational decisions Merit increases, when appropriate and possible PEL Professional organizations Recognition Upcoming brown bag

11 5. Accelerate the Development of Talent
Think beyond classroom training Ensure the development experience matches the need [typical] Development Plans: 10 % Tough Jobs 20% People 70% Courses *Research: 70% Tough Jobs 20% People 10% Courses This suggests that rather than looking for the perfect program or training that the development resources we need and should tap into are right here in our own units and departments. They are in stretch assignments They are in task force and committee work They are in special projects They are in mentors or coaches 11 * © 1995 Robert W. Eichinger & Michael M. Lombardo

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14 Conversations about talent
Do not conduct formal talent reviews Performance evaluation Behavior anchors for supervisor competencies Discussions between supervisors to align ratings Director conversations Weekly ASR managers (functional directors) meetings Weekly OE meeting with ASR director Plan for known or potential position openings

15 6. 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 job Recruit willing mentors Determine who will shepherd succession candidates through their development Decide how you’ll measure the success of your program Homework discussion Table group discussions about ratio of internal and external hires 15

16 ASR’s support system Employee orientation IDP process
Meet with ASR director and OE/Communications asst. director IDP process Optional 360s Revisions to the IDP Supervisors meetings Developing skills in managing talent Annual employee survey Ongoing communication

17 U Services Mentor/Coach
Mentor (requirement) identified by participant Mentoring handbook provided to participant and mentor Outlines roles and responsibilities of participant, mentor and manager Focuses responsibility for success on participant Participant/Mentor/Manager/HR meet periodically to ensure relationship is on track and mentor adds value Coaching for select participants

18 U 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.

19 U 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.

20 Additional Tools The CHOICES ARCHITECT ® The Talent Bench Snapshot
Leadership Potential Scorecard Preserving Institutional Memory

21 Learning Agility The 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
Example Talent Bench Snapshot By Name   Unit or College * Indicate Readiness: 0-3 Months Months Months Yrs # Vice Presidents AVPs, AVCs, Assoc., Asst. Others # Directors # Managers &Supervisors # Individual Contributors Total # HP – High Potential P – Promotable DL – Develop Laterally WP – Well Placed NA – Needs Attention       TN – Too New

23 Scorecard for Assessing
Leadership Potential 1. 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

24 Preserving 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

25 Succession Management
Action Planning My 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 ….


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