Talent Management

 

  Talent Management •

Talent management is the systematic attraction, identification, development, engagement/ ret retention ention and deployment of those individuals who are of particular value to an organisation, organisat ion, either in view of their ‘high potential’ for the future or because they are fulfilling business/operation-critical role roles. s. 4/23/12

Psychological and

 

Recruitment and talent management  The concept of talent management has evolved into a common and essential practiceto and what was management once solely attached recruitment recruitme nt now covers a multitude of  areas area s inc including luding •

organisational organisat ional c capability apability

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individual development

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performance enhancement

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Links with HR Strategy •

Alignment to corporate strategy Ensuring that the talent strategy is

closely aligned with the corporate strategy must be a priority.. Strategic analysis from the business perspective should feed into an HR forecast which can help shape an organisation’s tailored tailor ed app approach roach to talent management. 4/23/12

Psychological and

 

2009: HRM Priorities 1.

Staff Keeping (HR turnover) - 46 46% % 

2.

Organisational Effectiveness – 41%

3.

4.

40% Staff recruitment - 40% Reward & compensation – 31,3%

5.

Change Management - 31,4%

6.

7.

HRD - 31,4% Integration and Restructuring while Mergering – 16,9%

8.

Planning – 13,3% 9.4/23/HR - 12% 12 Effectiveness PsycAssessment hological and

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 Talent Management – a good way to solve core HRM problems More profitable to develop staff, not to seek 

A war for  Talents – our reality

 Talents are not useful, more trouble

talent outside

Talent can be approached  in various ways

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Psychological and

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 The core factors for talent to choose a company (RosExpert – ECOPSY research, 2004)

•

Business

High level of value Middle level of  value •

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Development perspectives

•

•

 –

 –

•

•

Range of business Stability

Low level of value

Management: trust, mutual understanding, clear goals & structure HR practice  –

Professional growth & self realization

Compensation& career opportunities 4/2 –3 Job /12 conditions Psychological and  –

–

 

 Talent – what is it? •

Who is talent? No common definition.

•

Some view view:: “Talent is a person with bright abilities”, “A person who has multiskills and selfmotivation”, “Talented student – excellent knowledge (marks)+ general competencies (communicating, IQ).  Talented  T alented specia specialist list – productiv productivity+ ity+

competency + easy learning”. • 4/2 3/12 Psycho:logTalent ical and vision Common vision: needs an

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 Tale  T alent nt Man Managem agement ent – W What hat is it? Ø

Special activities to add value from middle & top managers potential.

Ø

Ideology of HR Differ Difference ence based on HRM system & procedures.

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 The core elements of talent management Core Elements

Special procedures and assessment methods for talents Individual talent development plans Talents involvement in knowledge k nowledge & experience exchange network

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 Typical way of talent seeking  TOTAL NUMBER OF STUDENTSCANDIDATES Selection students in university. Base criteria: specialization, general competencies, good marks

80-90

Company presentation in University CV assessment

40

General Abilities Tests

30

Tests &Cases Check professional competency

16

INTERVIEW: Check Leadership competency

7

2 candidates 4/23/12

RECRUITME NT

Psychological and

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Popular Methods of Talent assessment: 1.

Performance Appraisal – 58,8%

2.

Subjective assessment of manager –

3.

52,9% Document Analysis – 50,6%

4.

5.

Interview by competencies – 24,7% Psychological test, Assessment Center – 11,8%

6.

360º assessment - 10,6%

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 Talent Development methods: •

 Training programme

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Coaching -

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Knowledge exchange network

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Managerial style

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Action learning

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Conference, club, forum participation

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Rotation

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Internship

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Business project participation

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Individual development programme 4/23/12

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MBA ro ramme

 

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3 crucial elements of Talent Management •

Recruitment and Selection

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Performance Appraisal

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 Training  T raining and Develop Development ment

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Human resource functions – core competencies •

•

•

•

Recruitment and Selection  Training Appraisal

 They are often 3 parts of one equation equatio n ‘T ‘Talent alent Managem Management’ ent’ h how ow to get a high performing performing team 4/23/12

Psychological and

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Reconciliation and plans •

Demand less than supply  –

Consider methods and ways of losing staff or changes in utilisation

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Supply less than demand  –

 –

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Consider reducing staff turnover or delaying retirement Change utilisation of employees Engage in recruitment and selection

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Recruitment and Selection •

 This is the process of filling an organisations organisat ions job vacanc vacancies ies by

appointing new staff  •  Job descriptions and person specifications are drawn up at the beginning of the process process

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 The recruitment and selection process process •

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•

•

•

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Agree vacancy to be filled  Job analysis – define knowledge, skills and aptitude needed Attract a field of candidates Sort candidates Selection through through interview and/or other methods Induction (next week we look at the training cycle) 4/23/12

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 Job analysis – the traditional approach •

Collect together existing existing documents

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Ask relevant manager about the job •

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Ask job holders similar questions Observe job holders performing their work

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Write the job description Psychoa logiPerson cal and Write Specification

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 Job descriptions •

 These relate relate to the position available

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 They list the duties and responsibilities associated with a responsibilities specific job

•

 They include:  The title of the post

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 –

Employment conditions

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Some idea of tasks and duties 4/23/12

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Person specifications •

 These set out the qualifications and qualities required in an employee

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 These refer to the person and not the post

•

 They include:  –

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Educational and professional professional qualifications required

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Character and personality needed

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Skills and experience wanted

 Traditional  Tradition al fr frameworks ameworks include Rodger’s seven-point plan 4/23/12

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 The choice of selection •

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•

•

•

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method Application form – can provide the basis for an interview Interview Work samples eg a portfolio or simulation of work Assessment centres – often used for graduate recruitment recruitment or selection of  managers References Psychometric Psycho metric tests 4/23/12

Psychological and

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Predictive accuracy of  selection 1.0

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Perfect prediction

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Assessment centres

0.68

•

•

•

•

•

•

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Structured interviews Work samples Ability tests

0.62 0.55

0.54

Personality tests Unstructured interviews References

0.38 0.31

0.13

Astrology and graphology 4/23/12

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0.0

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 Training •

 The provision of work-related education, either on-the-job or offthe-job, involving employees taught new skills or improvingbeing skills they already have

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 Training Needs •

 Training is often a response to an internal  Training or external change e.g  –

 –

 –

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 The development and introduction of new products Restructuring of the firm  The development and introduction of new technology Changes to procedures High labour turnover

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Low morale Changes in legislation 4/23/12 Psychological and  –

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 The Training Cycle

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Step 1: Needs Analysis (Needs

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Assessment) Step 2: Design & Develop Training Program

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Step 3: Deliver the Training Step 4: Training Evaluation

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 Training & Development •

What is training? What is development?

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Training: enhances the capabilities of  an employee to perform his or her h er current job

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 Development: enhances the capabilities of an employee to be ready rea dy to perform possible future jobs 4/23/12

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 Training Cycle

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Performance Appr Appraisal aisal •

According Accor ding to ACAS (2003): ‘Appraisals regularly record an

assessment an employee’s performance, perform ance,ofpotential and development needs. The appraisal is an opportunity to take an overall view of work content, loads and volume, to look back on what has been achieved during the reporting period and agree objectives for the next.’ (cited by Foot and Hook, 2005, p265)

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Psychological and –

Performance Appraisal (part of Performance Management)

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Fletcher and Williams (1985) believe that there are two conflicting roles involved in performance performance appraisal. They are: •

Judge

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Helper

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Performance erformance appraisal also involves i nvolves giving feedback

(cited by Foot and Hook, 2005)

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Psychological and –

The Main Uses of Performance Appraisal Schemes (1) •

 To improve current performance

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 To provide feedback

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 To increase motivation

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 To identify potential

 To identify training needs •  To aid career development •

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 To award salary increases

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The Main Uses of Performance Appraisal Schemes (2) •

 To solve joint problems

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 To  T o let indivi individuals duals know what iis s

expected of them •  To clarify job objectives  To provide information about the effectiveness of the selection process •  To aid in career planning and development •

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The Main Uses of Performance Appraisal Schemes (3) •

 To provide information for human resource planning

 To provide for rewards •  To assess competencies •

(Foot and Hook, 2005, p268)

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360-degree Appraisal (1) •

360-degree appraisal/feedback has been defined by Ward (1995) as:  –

“The systematic collection and feedback of  performance on anofindividual or group derived from data a number stakeholders on their performance”

(cited by Armstr Armstrong, ong, 2003, p.514) •

•

 The data is usually fed back in the form of ratings against various performance dimensions Feedback may be obtained from:  –

Line Manager

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Direct reports / Subordinates

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360-degree Appraisal (2) •

Advantages:  –

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 –

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Individuals get a broader perspective of how they are perceived by others More reliable feedback to senior managers Encouraging more open feedback – new insights Gives people a more rounded view of  performance

Disadvantages:  –

People not giving frank or honest feedback

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People being put under stress in receiving or