Talent Development PDF

BASICS OF HUMAN RESOURCE MANAGEMENT MODULE 6 Hon. Prof. (FH) Mag. (FH) Regina Rastbichler, MA DEVELOPMENT – WHAT DOES IT MEAN ? Briefly reflect in which past events/experiences you have personally developed?  Development means change over time!  Not to develop yourself means st...

BASICS OF HUMAN RESOURCE MANAGEMENT MODULE 6 Hon. Prof. (FH) Mag. (FH) Regina Rastbichler, MA DEVELOPMENT – WHAT DOES IT MEAN ? Briefly reflect in which past events/experiences you have personally developed?  Development means change over time!  Not to develop yourself means stagnation or recession/reversion  An attitude „others must do“ or „others are at fault“ hinders development. Development is always linked to the person as a whole, their age, current condition, crisis, requirements etc. 3  PRINCIPLES AND ATTITUDES THAT SUPPORT LEARNING & DEVELOPMENT Development needs space, time and energy Development always means strengthening personal responsibility: the most important drivers for learning are relevant uncertainty coupled with curiostiy Development uses „disturbance“ (leaving your comfort zone) versus „stability“ Development has nothing to do with social 4 status PERFORMANCE MANAGEMENT CYCLE Superior Objectives  Annual dialog mainly dealing with individual future and past performance Performance Objective Appraisal Setting  Individual objectives derive from superior  objectives Common formats, rules and standards are defined across units and levels  The annual meeting between employee and supervisor is called „appraisal interview“ Mid-Year Review TRADITIONAL PERFORMANCE APPRAISALS 6  A SIMPLE AND PRACTICAL VIEW ON LEARNING Person/ I don‘t Group I know how know how Learnin to solve g Proble to solve the m the problem problem Learning need Learning Situation Probably the best way to understand learning needs is to look at so called critical incidents first, situations where people obviously feel overwhelmed 7 Based on Trost, A. HR Strategies-Balancing stability and agility in times of digitazation, 2019  WHAT CAN BE LEARNED HOW? Trainin Knowled g ge Competen ce Talent / Develo Potential p Experien ce 8 With friendly permission from A. Trost, 2013  DEVELOPMENT APPROACHES Along the Job Assistance Substitute Into the On the Job Out of the Job Job Rotation Job Education Coaching; Outplaceme Mentoring Project nt, New Hire Work Retirement Integration Trainee Programs Near the Job Task Forces Work Groups Off the Job Congresses Outdoor- Training Off- 9 side-Training According: Holtbrügge, D. (2004).  ADVANTAGES OF „ON-THE-JOB“ VERSUS „OFF-THE-JOB“ - TRAINING On-the-Job Off-the-Job ► Natural and job-related ► Expertise and ► Lower costs of experience of training development measure conductor ► ► Professional learning Immediate application of newly acquired environment knowledge ► Focus on training, ► Immediate Feedback limited job- related ► disruptions Opportunity to ► Networking among monitor development participants out of advances different functions and ► countries Motivation to learn 10  BLENDED LEARNING Dynam ic Group Coachin work with Role g indiv. Play presentati on Facilitate Case Exercises d group Studies for discussio in Individuals n Groups Business Literatu Presentati Simulatio re on n Standar Blended d Learning Individu Grou 11 al p With friendly permission from A.  LEVELS OF TRAINING EVALUATION ACCORDING TO KIRKPATRICK What are the immediate Reaction reactions of the participants Questionnaire after the training? Have the participants Tests, Learning acquired knowledge as it Examinati was intended? on Did the training lead to Observati Behaviour changing behavior at the on, participant‘s daily work? Evaluation Did the training impact Performan Results achievements of ce organizational goals? Indicators 12  RELATION OF LEARNING TO WORK Off-the-job and Real working transfer context (on-the- job) Learning requires a protected area outside the daily work Learning is best done in a environment. Then we hope real working context. We see for the transfer of learning. no difference between learning and work. Work = learning, learning = work. 13  FORMAL VERSUS INFORMAL LEARNING ► Formal Learning 20 % Learning in an institutionalized context, dedicated to learn (e. g. 80 courses, training- % programs) 80 Informal Learning % Learning happens self- organized and often as a positive side-effect of daily 20 work % Budge Effec t t Source: Cross, J. (2006). Informal Learning: Rediscovering the Natural Pathways That Inspire 14 Innovation and Performance.  LEARNING&DEVELOPMENT ACTIVITIES With and Through Through From formal Experience  Challenging Others  (Reverse-) Training  Off-the-Job- tasks/ Mentoring Training projects  Coaching  Being a Trainer (Stretch Jobs)  Learning Forums  Literature  Job Rotation /Communities of practice  Internal  Action Talent Markets Learning  Action 10 70 20 Learning % % % Where is most of the budget 15 spent on? According to: Becker,  (REVERSE-) MENTORING RELATIONSHIP Mentor (not in reporting line)  Building future support – enhance network  Learning from the bottom-line  Gives advice and answers  Appreciation Mentee  Access to networks and roles, visibility  Professional feedback Trus Commitme  Confidence t nt 16  Role Model With friendly permission from A.  ACTION LEARNING Definition of On top management level. Real Projects strategic learning work for diverse teams and as good projects & sponsors learning opportunities Identification Schedule, logistics, information about the and preparation program and its structure, professional of preparation participant Program Combination of training, workshops, project operation work and mentoring... by experts, active involvement of Project responsible line representatives and evaluation external consultants Follow-up/... once project ideas are seen as promising project and doable. Relevant functions take over implementation responsibility 17 With friendly permission from A.  ACTION LEARNING – PROGRAM OPERATION Mentori ng Projec Projec Projec t t t Presentation Kickof Training & Training & Training & Training & Projec Projec Projec Workshop Workshop Workshop Workshop t t t f Final Projec Projec Projec t t t 18 With friendly permission from A. Trost, 2013 ENVIRONMENT FOR LEARNING ON DEMAND Working groups/networks Wikis, blogs, forums YouTube tutorial Colleague Communiti Books s s/ es of and experts Practice articles Off-the- MOOCs job Conferences training Immedia Learne te s r supervis Extern or al Simulatio expert ns Yello s w Enterprise Social page Micro Network s Social External off- Learning Expert the- job Communite seminars Podcast Microbloggi s s ng 19 YOUTUBE TUTORIALS  HOW WOULD YOU APPROACH THESE LEARNING NEEDS?  An employee does not ► Z.B. Youtube tutorial know how to use pivot (Microlearning) tables in Excel ► Standard  Some employees need to seminar (internal/extern improve their project al) management skills (Standard group training)  Some managers don’t know how to deal with ► Regularly critical situations facilitated peer coaching 21 (Behavioural and situational reflection) ROLES IN TALENT DEVELOPMENT Who is responsible for the longterm development of your talented people? What is the role of HR / Line Mgrs/ Employee? Compa ny Line Mgrs H Employ R ee 22  LEARNING FROM AND WITH OTHERS | SOME BEST PRACTICES ► Communities of practice ► Reversed mentoring allow are informal groups of senior people (e.g. employees who meet to executives) to learn from exchange knowledge junior people and experiences ► Knowledge management ► On Enterprise Social following the connect Networks employees and approach. Knowers get connected to those who teams are connected and seek knowledge find easy ways for exchange ► Internal Blogging or Micro- ► Buddy programs help Blogging makes expertise and experts those who might benefit visible from experienced ► Any sort of collaboration, colleagues from senior 23 ones communication, networks  DEVELOPMENT ACTIVITIES FOR ALL EMPLOYEE GROUPS Number of employees For all employees Multiple development actions: Training, workshop, on-the-job projects, coaching Mentoring, feedback and performance development conversations, development plan, self-directed learning Learning partnerships, Shadowing, stretch assignments… Focuse Special d (Leaderhip) activiti Programmes Wrongly es placed Potential employees reservoir 24 based on Hehn, S. GROUP WORK A company has identified 15 high potentials in their company who should be prepared to take over a leadership role in the near future ► What development activities (3-5 different) do you suggest to prepare these young people for a leadership/management function? ► Share with the rest of the 25 group  CAREERS AS MANAGERS VERSUS EXPERT  More responsibility for people and budgets  Career moves up the hierarchical ladder  More task complexity  Deepen professional knowledge within a narrowly- defined field  No responsibility for people  Internal consultant for top-level executives 26 With friendly permission from A.  DUAL CAREER PATH/LADDERS Manageme Exper nt t  Comparable salary Executive Fellow based on a corresponding base pay structure Senior Division Head Consultant  Comparable value of privileges (e.g. company car) Department Consultant  Active involvement Head in decision processes on Teamlead Junior Expert comparable level  Comparable social Employee without acknowledgement (e.g. leadership title) 27 responsibilies  Goal is to have a RETENTION MANAGEMENT RETENTION MANAGEMENT DEFINITION All goal-oriented and systematic activities in the company to retain (key-/bottelneck) employees and increase their performance and integrity 29 TURNOVER ► Turnover ► Involuntary The process in which Turnover employees leave the Turnover initiated by organization and have the organization (often to be replaced among people who would prefer to stay) ► Voluntary Turnover ► Early Turnover Turnover initiated by Voluntary Turnover employees against the during the first few wish of the company weeks/months of employment ► Turnover Rate: Number of Employees leaving the Company in a Year  30 Number of Employees at 100% Midyear With friendly permission from A.  DIFFERENTIATED TURNOVER RATE High What is ? the cost Performer of / turnover? High- Potentials Other s Non-Key- Key- and Functions bottelnec k Functions 31 With friendly permission from A.  TURNOVER COST 32 Source: Corporate Leadership Council (1998). Employee Retention. Washington: The Corporate  WHY RETENTION MANAGEMENT? Unplanned exits of employees result in:  high transaction cost  loss of qualification /know-how  sourcing difficulties  image issues  Reduced motivation  Reduced productivity It is five times more expensive to attract a new employee then to keep a reliable employee! 33  INDIVIDUAL INDICATORS OF INTENTION TO LEAVE Sudden performance drop Frequent short-term absence Reduced social interaction and isolation Frequent complaints Glorify other companies Reduced willingness to take over responsibility Pessimism about future perspective 34  OBJECTIVES OF RETENTION MANAGEMENT  retain suitable (key) employees long term in the company  reduce skills shortage  optimize turnover (who, when, why s.one is leaving?)  align motivation of the employees with the company objectives by creating motivating working conditions  create affective commitment with 35 sustainable engagement  EXIT-INTERVIEW EXAMPLE: INTEL ► What was the main reason that you decided to leave?  Pay ► Is your new position in a different line  Benefits of work than the one you where in while at Intel?  Location ► How would you characterize your  Working ► new employer? Would you say your new employer is Conditions better than the same as Intel, or not as Intel, about good as Intel in terms of:  Job Security ► How would you descibe your  Career relationship with your manager while you where at Intel? Opportunities ► How would you describe your  Product Quality experience with Intel?  Co-workers ► If a friend approached you and told you he/she was looking for a similar position  Company at Intel, how likely would you be Leadersh recommend Intel? ip 36 ► Any other comments about Intel or  Company  WHERE IS THE PROBLEM? Employees with a strong intention to leave Employees without intention to leave 37 With friendly permission from A. Trost, 2013 COMPONENTS OF A RETENTION STRATEGY ► What is the relevant internal target Target Group E.g. particular Units, Jobs, Countries, (Key) group? Functions, High- Potentials, Managers Problem  What are related turnover costs/turnover rate? General and differentiated? Which kinds of costs are generated? Causes  Why do employees leave the company? What are the internal and external factors and Risks reasons for leaving?  Anticipating turnover and related impact How big is the likelihood of employees leaving the Activites company and what are related consequences?  How can employees be retained? 38 Which options With are there friendly permission from A.to effectively retain employees? Trost, 2013  LEVELS OF A RETENTION STRATEGY Find Causes by: Analyze Risks: Activities Improving Employee Differentiat Employer Organization Survey Exit- ed Turnover Attractiveness Interview Rate E.g. Internal Talent Market, Flexible Working Hours, Increase feedback culture, Leadership development Development, Manager Current and Manageme Coaching, proper nt previous Turnover Mgmt. Selection Rate in the dept. process, Evaluation Replacement, Objective Setting Employee Individual Risk Performance Analysis, New projects, new tasks and Management, Performance colleagues, salary talk to them Management adjustment, more 39 Intention With friendly permission from A. to Leave flexibility Trost, 2013  POTENTIAL INSTRUMENTS FOR RETENTION  provide employment security  performance oriented, transparent and fair compensation schemes  challenging tasks  flexible work schedules  providing development and career opportunities  continous feedback (Performance Management)  employee-oriented leadership style  possibilites for participation  attractive benefits  opportunities for work-life balance  Individualisation of the various instruments for 40 relevant target groups