1. Defining and Implementing a Talent Management Strategy
for IT’s Changing Landscape
Nadine Stern
Deputy CIO, OIT Princeton University
John Milnes
Senior Director, Organizational Effectiveness
Princeton University

2. In this presentation, we will cover:
Background on Princeton University
The changing IT landscape
Princeton’s challenges
Critical steps taken
Talent Management (TM) – What is it?
Our TM mission
Foundation of our plan
Our TM framework and 3-year business plan
Identified risks and mitigation
Next steps you may want to take

3. 4 6 , 600 ,981 7 1746 5:1 TH 5,277 UNDERGRADUATES 2,704 U.S. STUDENTS
PRINCETON BY THE NUMBERS , 6
600
FOUNDED
1746
,981
5,277 UNDERGRADUATES
2,704
GRADUATES
STUDENTS 4 TH
OLDEST
UNIVERSITY IN
THE
U.S.
EMPLOYEES 7
Nobel Laureates
Pulitzer Prize Winners
MacArthur Fellows
National Medal of Science Recipients
5:1
UG STUDENT TO FACULTY RATIO

4. 8 305 218 60 MANAGERS OIT BY THE NUMBERS Central IT Staff
Departments
Research Computing
Information Security Office
Academic Technology Services
Administrative Information Services
Support Services
Enterprise Infrastructure Services
Project & Technology Consulting Services
Operations and Planning
For families with incomes of less than 140k, no tuition for most.
Distributed IT Staff
218

5. The Changing IT Landscape

6. Technical Trends Bring your own device Cloud/SAAS, IAAS, PAAS Mobility
Security/cyber threat
Big data, location agnostic, secured
Data mobility
Reduction in “control” over IT environment = consumerization, remote workforce
Expectations for usability
Ubiquitous wireless

7. Workforce Trends Remote access Changing demographics
Retirements and succession planning
“Digital Natives” – how in touch are we?
Changing skill sets (e.g. brokers)
Work/life balance in a constantly connected environment
24 x 7

8. Trends in Higher Ed 24 x 7 / business continuity
Research as an engine for economic development
Entrepreneurism
Measuring student success
Risk management
“Flipped” classroom
Digital preservation
Preservation of electronic records (text messages, faculty lectures)
Consortia-based buying

9. Organizational Effectiveness
Our Challenges
Organizational Effectiveness
Operational HR
Facilities Management
Campus IT Training
Organizational Communications
Finance Management
Talent Management

10. Critical Steps Taken Developed Talent Management business plan
Formed Talent Management Ivy+ group
Used outside sources (i.e., Deloitte’s Talent Management model)
Inventory of work; context within Talent Management framework
Organizational Development consultant
Talent Management certification program
Timing

11. Talent Management – What is it?
Putting the right people with the right skills in the right roles in order to achieve business objectives.
“Talent management may be defined as the implementation of integrated strategies or systems designed to improve processes for recruiting, developing and retaining people with the required skills and aptitude to meet current and future organizational needs."
Taleo's website (

12. Our Talent Management Mission
Realizing our people are our most important resource in supporting the goals of OIT, our mission is to:
manage a talent portfolio that provides the right mix of people to perform the work of OIT as it changes
recruit the best talent (find the right people, team players, diversity… )
elicit the best performance
recognize and reward outstanding performance and outcomes
provide opportunity for professional development

13. The foundation for our plan
Change workshops around OIT 3.0 (staff, management, CIO-SS)
A need for a more formalized, cohesive framework
Ivy Peer benchmarking and conversations
Collaboration with central HR
Ivy Plus Talent Management group
OIT long range planning and recognition that Talent Management is critical to the success of OIT 3.0
From all of this, we realized we need a clear depiction of our approach, thus TM diagram.
Institute for Organization Development Talent Management Certification
Industry and higher-education
Workshop with Organizational Development and Leadership consultant

14. Our Talent Management Framework
Core and Technical Competency Identification
Bench Strength Assessment
Retention/Attrition Assessment
Succession Planning
Job Profiles/ Classifications
Pay for Performance
Growth Opportunities
OIT Awards
University Awards
Talent Assessment and Planning
Recruiting
Talent Mobility/ Promotion
Hiring
Orientation/ Onboarding
Rewards and Recognition
Talent Acquisition/ Sourcing
OIT 3.0
Performance Management
Learning and Development
Performance Assessment
Performance Coaching
Professional Development and Career Planning
Reclassification
Leadership Development
Management Development
Technical Skill Development
Core Competencies Development

15. Survey Questions
100 Things You Need to Know: Best People Practices for Managers and HR
Eichinger, Robert; Lombardo, Michael; Ulrich, Dave; Minneapolis, MN: Lominger International: A Korn/Ferry Company; 2011

16. How early can potential be identified after a person is hired?1
How early can potential be identified after a person is hired?

17. After two bosses have watched them in two different jobs.
Being a high potential involves a combination of having foundational characteristics of achievers plus the ability and willingness to learn from life and job experiences.
Learning from experience is highly related to later success because later success depends on different competencies and skills than current success.

18. C
People who stay in the same job are less successful over time because times and jobs change.

19. Talent Assessment and Planning
Provide our leaders with the information needed to assure an effective talent management strategy.
What we currently do:
Job description repository
CIO Senior Staff level planning
Vacancy opportunities assessment
Year 1
Year 2
Year 3
Retention/attrition analysis
OIT climate survey
Identify high potentials and high/low performers
Compensation Pilot
Identify technical competencies essential for current and future roles
Update job descriptions to identify essential skills
Succession Planning and bench strength assessment
Market analysis

20. Do people differ in how much they learn from experience?2
Do people differ in how much they learn from experience?

21. C
There are marked differences in how much people learn from experience.
When recruiting, grade point average isn’t a good predictor of how well they will learn new behavior over time.
Learning new behavior/skills is tougher than factual or technical learning; fewer people do this well.
If you hire people who learn well from experience, they must have the right experience.

22. C
Measuring how well they learn from experience is one of the most important for predicting future performance and potential.

23. Talent Acquisition and Sourcing
Ensure we attract and hire the right people, provide an engaging/welcoming onboarding process, and create opportunities for talent mobility and promotions.
What we currently do:
Orientation/Onboarding program  Buddy Program
New employee orientation and tour  Referral Program

24. 3
Which is most true about managers/supervisors in delivering constructive feedback to direct reports?

25. A Most managers/supervisors find it hard and uncomfortable
Face-to-face feedback can improve by focusing on agreed-upon competencies needed to reach work goals.
Low performers consistently overrate themselves, so having them track their own performance helps them gain a more accurate view of their contribution.

26. A
Feedback intervention must be accompanied with goal setting. Tied to a goal or purpose, feedback helps people improve.

27. Performance Management
Provide timely and accurate feedback to ensure that OIT staff fully understand the performance standards expected for their roles and to provide a framework to drive performance so that standards can be met and exceeded.
What we currently do:
Annual performance review
Performance Improvement and Coaching Plans
Management Coaching
Reclassification process
Year 1
Year 2
Year 3
Revise Annual Performance Reviews (APRs)
Improve APRs per feedback
Map competencies and performance factors to APR
Train managers and staff to do quality performance reviews
Change culture on giving and receiving feedback
Establish a schedule for reclassifications
Explore options for smaller, abbreviated reviews

28. What is the best developmental path for high potentials to follow?4
What is the best developmental path for high potentials to follow?

29. C
Go through a set of experiences that are challenging and require new and different skills
Studies across 50 years support the predictive power of some combination of key traits and personal histories.
Without challenging leadership experiences, talented young managers might atrophy or not mature as leaders.

30. C
New, different, challenging and unique opportunities that match skills needed now and in the future is the best program to follow.

31. Learning and Development
Recognize staff as our greatest resource and provide a culture of continuous learning through professional training and work assignments that enable our staff to grow, develop and excel.
What we currently do:
HR Coaching Program
HR Management Program
HR Learning Curriculum
Conferences
Core competencies identified
Performance development training
Vendor-supported technical training
Lynda.com
Year 1
Year 2
Year 3
Core competencies gap analysis
Create structured discussions for professional development and career planning
Evaluate additional feedback mechanisms such as 360° feedback
Establish curriculum and begin rolling out a program to develop core competencies in managers/staff/non-central IT staff ($)
Enhance managers’ coaching and mentoring abilities
MOR National Leaders Program ($)
Enhance management development opportunities
Expand use of HR Executive Coaching ($)
Structured problem solving – a result of Service Management needs
Six Sigma training - Quality improvement,

32. What motivates people to work?5
What motivates people to work?

33. E Quality of jobs and tasks and quality of an organization
Top motivators are usually job challenge, opportunities to use skills and progress (pay and benefits are not top motivators).
Quality of supervision is important.
Top motivating factors: (1) accomplishing something worthwhile, (2) autonomy, and (3) chances to learn new things.

34. Rewards and Recognition
The goal of these activities is to creatively reward and recognize staff for their outstanding performance, contributions to OIT 3.0, as well as their mastery of OIT’s core competencies. What we currently do:
Pay for performance
CIO Award
On the Spot awards
Special Performance Recognition Awards
President’s and Griffin Awards
Community building activities
Year 1
Year 2
Year 3
OIT Tiger of the Week
Implement Tiger, Stripe and On- The-Spot awards
Develop more "cool" (but low cost) recognition programs ($)
Better recognition of staff promotions
Better recognition/communication around project successes
Reward and publicly recognize departmental stretch goals

35. Risks to success Risks Mitigation
Adoption Lack of buy in by managers and staff
Clear communication
Top-down support from OIT Senior Staff
Accountability at the management level
Conduct successful training that generates interest in more training and justifies time and financial investment
Funding Lack of available funds to support organization-wide program costs
Obtain contributions from departmental budgets
Dedicate a portion of central funds to support programs
OIT staff bandwidth Competing organizational priorities and required time to ‘sharpen the saw’
Work with OIT leadership to adopt Talent Management as a priority and consider TM activities in resource planning.
Program should be nimble enough to adjust schedule to changing priorities
Team bandwidth Organizational Effectiveness team has numerous competing priorities
Reprioritize
Use consultants to augment staff

36. What next steps might you take with your organization?
Possible Next Steps
What next steps might you take with your organization?

37. Help Us Improve and Grow
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