Forces Impacting Talent Management
Staffing
• Reliance on contingent workers
challenges • Retirement of baby boomers
and likely labor shortage
• Shortage of knowledge workers
• Diversity of workforce
Economy/ • Economic conditions
job market • Competition for talented
resources
© SHRM
3-1
Orientation and
Onboarding Programs
• Orientation provides initial exposure to:
– Organizational information.
– Policies, procedures, and benefits.
– Work context.
• Onboarding promotes assimilation into:
– Organizational culture and norms.
– Specific departments and functions.
– Support systems (e.g., mentoring, work/life
balance).
© SHRM
3-2
Career Development
Career management:
Organizational
focus
Career planning:
Individual focus
Career development occurs when the needs of the
organization and the individual coincide.
© SHRM
3-3
Model for Career Development
Late career
Mid career
Early career establishment
and achievement
Organizational entry
Occupational preparation
© SHRM
3-4
Career Development Programs
• Employee self-assessment
• Individual coaching/counseling
• Employee development programs
– Apprenticeship and continuing education
– Committee participation
– Job rotation, enlargement, and enrichment
© SHRM
3-5
A mid-level manager might regularly meet with
a senior executive during which career
development option?
A. Mentoring
B. Fast track
C. Job enrichment
D. Expatriation/repatriation
Answer: A
© SHRM
3-6
Dual Career Ladders
Identify meaningful career paths for people who are not
interested in traditional management roles.
Level 5
Chief Information Officer
Level 5
Senior Technical Specialist
Level 4
Director
Level 4
Technical Specialist
Level 3
Department Head
Level 3
Technical Lead
Level 2
Senior Information Systems Specialist
Level 1
Information Systems Specialist
© SHRM
3-7
Succession and Replacement Planning
Succession
Replacement
• Long-term; 12-36
months.
• Focuses on
leadership talent for
the future.
• Develops leaders
capable of filling
multiple
assignments.
• Short-term; 0-12
months.
• Focuses on
immediate needs.
• Develops backup
staff for key
positions.
Fast-track programs speed the development of
potential leaders.
© SHRM
3-8
Employee Needs
SPHR only
• Flexible staffing
–
–
–
–
• Expatriation
– Sending employees
abroad and supporting
their ability to succeed.
Flextime/telecommuting.
Compressed workweek.
Job sharing.
Phased retirement.
• Repatriation
– Reintegrating employees
into their home country.
• Diversity
– Training facilitates
communication and
productivity among all
employees.
© SHRM
3-9
Leadership and Management
• Leadership requires alignment to the organization’s
vision and mission.
– Leaders influence others toward the achievement of
goals, act as change agents, serve by example, and
develop other leaders.
• Management is about coping with day-to-day
operations.
– Brings order and consistency to the organization.
– Establishes systems and structures that get results.
© SHRM
3-10
Which responsibility is MOST characteristic of a
leader?
A. Evaluating recommendations from a corporate
communications survey
B. Implementing a corporate ethics program
C. Reviewing and adjusting sales forecasts
D. Establishing a vision for the organization
Answer: D
© SHRM
3-11
Behavioral Dimensions of Leadership
Consideration
(employeecentered)
• Behavior aimed at meeting the
social and emotional needs of
groups and individuals.
• Helping group members and
explaining decisions.
Initiating
structure (joboriented)
• Behavior aimed at careful
supervision of work methods
and performance levels.
• Clarifying roles and setting
goals.
© SHRM
3-12
Blake-Mouton’s Theory
Managerial Grid
A great deal
9
Country club
manager
Concern
for
People
Team
leader
Middle-of-theroad manager
Impoverished
manager
Authoritarian
manager
1
Very little
9
A great deal
Concern for Production (Task)
© SHRM
3-13
Hersey-Blanchard’s Theory
Leadership styles match the situation.
High


Selling
Participating
Share ideas and
facilitate in
Relationship decision making
Behavior
(Supportive
Behavior)
Low
Relationship/
Low Task
Delegating

Low
© SHRM
High
Relationship/
Low Task
Turn over
responsibility
for decisions
and implementation
High
Task/
High
Relationship
Provide
specific
instructions;
closely supervise
performance
Task Behavior
(Guidance)
3-14
Explain decisions
and provide
opportunity
for clarification
High Task/
Low
Relationship
Telling

High
Fiedler’s Contingency Theory
• Favorableness of the leadership environment is
determined by three factors:
– Leader-member relations: The degree of trust that
followers have in their leaders.
– Task structure: The extent to which tasks are defined.
– Position power: The degree of power and influence a
leader has over subordinates.
• Leaders should change the factors rather than
changing their style.
© SHRM
3-15
Leadership Styles
• Transactional:
• Transformational:
– Offers promise of reward
or threat of discipline.
– Looks for deviation from
rules.
– Intervenes when
standards are not met.
– Abdicates responsibility
and avoids making
decisions.
© SHRM
– Provides vision and
sense of mission.
– Communicates high
expectations.
– Promotes intelligence
and problem solving.
– Gives personal attention
and coaches.
3-16
Emotional Intelligence
• Ability to be sensitive to and understand emotions of
others and to manage own emotions
• Four branches:
–
–
–
–
Perceiving emotion
Using emotion to facilitate thought
Understanding emotion
Regulating emotion
• Positive correlation between leadership effectiveness
and emotional intelligence quotient (EQ)
© SHRM
3-17
Performance Management System
Drives business results that accomplish the goals of
the organization.
Organizational values and goals
Performance management standards
Employee performance/behaviors
Measurement and feedback
Business results and employee growth
© SHRM
3-18
Fostering a High-Performance Workplace
Organizations must provide:
• Executive support.
• Challenging work
environment.
• Employee engagement
activities.
• Performance
management training.
© SHRM
• Continual feedback.
• Resources and tools.
• Consistent management
practices.
3-19
Individual Performance Appraisals
1. Observe employee
performing the job.
2. Identify and record strengths
and areas for improvement.
5. Set goals for performance
improvement.
4. Provide reinforcing and
corrective feedback on
employee performance.
3. Rate employee on progress
toward previously stated
objectives.
© SHRM
3-20
Appraisal Methods
• Category rating methods
• Narrative methods
– Simple marking of
performance level
– Graphic scale, checklist,
forced choice
– Written narrative
appraisals
– Essay, critical incidents,
field review
• Comparative methods
• Special methods
– Compare performance of
employees
– Ranking, paired
comparison, forced
distribution
– Designed to overcome
appraisal difficulties
– MBO, BARS
© SHRM
3-21
Which appraisal method is best exemplified by
the following?
Low
1
2
3
Quality
A.
B.
C.
D.
BARS
Forced distribution
Graphic scale
Ranking
Answer: C
© SHRM
3-22
4
5
High
Errors in Performance Appraisal
Halo/horn
Contrast
Central
tendency
Recency
Errors
Leniency
Primacy
Bias
Strictness
© SHRM
3-23
Legal Performance Appraisals
• Performance appraisal methods must be:
– Valid and free of discrimination.
– Based on formal evaluation criteria.
– Based on personal knowledge of and interaction
with employees.
– Designed to prevent one manager from
overinfluencing an employee’s career.
– Based on equitable treatment of all employees.
© SHRM
3-24
Appraisal Feedback Guidelines
•
•
•
•
Describe the behavior; don’t judge it.
Assume an attitude of helpfulness.
Empathize and listen actively.
Give specific examples.
© SHRM
3-25
Documentation Guidelines
•
•
•
•
Document as situations happen.
Keep notes on all employees, not just a few.
Use objective criteria.
Support job-related observations with facts,
but avoid conclusions.
• Focus on deficiencies, not causes.
• Remember that others may read your
comments.
© SHRM
3-26