Welcome to
IMPLEMENTING SUCCESSION
MANAGEMENT AT THE U:
DEVELOPING THE LEADERSHIP
PIPELINE
Thursday, Jan. 20th 2011
CMU President’s Room
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
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
3
2. Define leadership role requirements
1. Identify targets and roles
3
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
U of M Succession Planning Data
Employee Name:
Date Ready for Re-Assignment:
Employee Number:
Completed by:
Current Position:
Months in Current Position:
Past Position:
Years with University:
Most recent performance appraisal rating (check one):
1
Date:
2
3
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
U of M Succession Planning Rating Scales
Rating
Hi Po
High Potential
or
MP
Most Promising
P
Promotable
DL
Develop Laterally
WP
Well Placed
…………………...
HiPro
High Professional
NA
Needs Attention
TN
Too New
Criteria
High Potential

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
Promotable 1 level
•
would be capable of performing at the next higher level of scope
Develop Laterally
•
needs development in a lateral but different job
•
could contribute in lateral job
Well Placed
•
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
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
Too New

not in position long enough to make a good assessment (in position less than six months)
17
Characteristics of HiPo/HiPer
Individuals*
Normal [usual]
High Potential
“More of the existing…”
…and “something different”
•
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
•
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
Accomplish a successful sound career…”
…and “capable of taking two career steps
within a short period of time”
•
•
Is capable of taking on new challenges and tasks
Is capable of handling challenges with significantly higher
complexity
* FairIsaac Corporation
12
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
15
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
5. Accelerate the Development
of Talent
Think beyond classroom training
Ensure the development experience matches
the need
[typical]
*Research:
Development Plans:
70% Tough Jobs
10 % Tough Jobs
20% People
20% People
10% Courses
70% Courses
* © 1995 Robert W. Eichinger & Michael M. Lombardo
11
19
20
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
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
15
ASR’s support system
Employee orientation
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
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
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.
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.
Additional Tools
The CHOICES ARCHITECT ®
The Talent Bench Snapshot
Leadership Potential Scorecard
Preserving Institutional Memory
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)
Talent Bench Snapshot By Name
* Indicate Readiness:
• 0-3 Months
# Vice
Presidents
HP – High
Potential
P–
Promotable
DL –
Develop
Laterally
WP – Well
Placed
NA – Needs
Attention
TN – Too
New
AVPs, AVCs,
Assoc., Asst.
Others
# Directors
3-6 Months
# Managers
&Supervisors
6-12 Months
# Individual
Contributors
Unit or College
1-2 Yrs
Total #
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
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:
1. Build a knowledge-retention culture and make
knowledge retention part of the organization’s
mission.
2. Systematically record knowledge of employees on
verge of retirement by using video, interviews, and
documentation.
3. Hold one-day wisdom transfer workshops.
National Cooperative Highway Research Program, Preserving and Using Institutional Memory Through
Knowledge Management Practices, 2007, Transportation Research Board
Succession Management
Action Planning
1. My one or two primary lessons from the succession
seminar series are …
2. Actions I will take as a result of things I learned or
thought of at the succession seminar series are…
3. Regarding succession management, I would like to learn
more about …
4. By 8/1/11, my unit will have achieved the successionrelated goal of ….