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

3

1. Identify targets and roles

2. Define leadership role requirements

3. Identify and assess succession candidates

4. Conduct talent reviews/make decisions

5. Accelerate the development of talent

6. Build the support system

6 Steps

3

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. Conduct Talent ReviewsMake Decisions

4

U of M Succession Planning DataEmployee Name:       Date Ready for Re-Assignment:      

Employee Number:       Completed by:       Date:      

Current Position:       Months in Current Position:      

Past Position:       Years with University:      

Most recent performance appraisal rating (check one): 1 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:

Development Options : (for those rated HP, P or DL, Indicate a potential assignment or development activity consistent with this individuals interests and potential)

HP P DL WP NA TN

16

Rating CriteriaHi Po

High Potentialor

M PMost Promising

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

PPromotable

Promotable 1 level• would be capable of performing at the next higher level of scope

DLDevelop Laterally

Develop Laterally• needs development in a lateral but different job• could contribute in lateral job

WPWell Placed

…………………...HiPro

High Professional

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

NANeeds Attention

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

TNToo New

Too New not in position long enough to make a good assessment (in position less than six months)

U of M Succession Planning Rating Scales

17

Characteristics of HiPo/HiPer Individuals*

Normal [usual]

“More of the existing…”• 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

Accomplish a successful sound career…”

• Is capable of taking on new challenges and tasks

* FairIsaac Corporation

High Potential

…and “something different”• 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

…and “capable of taking two career steps within a short period of time”

• Is capable of handling challenges with significantly higher complexity

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 workPM 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

Think beyond classroom training

Ensure the development experience matches the need

5. Accelerate the Development of Talent

*Research:

70% Tough Jobs

20% People

10% Courses

[typical] Development Plans:

10 % Tough Jobs

20% People

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 conversationsWeekly ASR managers (functional directors) meetings

Weekly OE meeting with ASR director

Plan for known or potential position openings

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

6. Build the Support System

15

ASR’s support system

Employee orientationMeet with ASR director and OE/Communications asst. director

IDP processOptional 360s

Revisions to the IDP

Supervisors meetingsDeveloping 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 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)

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.

# Vice Presidents

AVPs, AVCs, Assoc., Asst.

Others# Directors

# Managers &Supervisors

# Individual Contributors

Total #

HP – High Potential

P – Promotable

DL – Develop Laterally

WP – Well Placed

NA – Needs Attention

               

               

TN – Too New

               

               

Talent Bench Snapshot By Name   Unit or College

* Indicate Readiness: • 0-3 Months 3-6 Months 6-12 Months 1-2 Yrs

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

Scorecard for Assessing Leadership Potential

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 succession-related goal of ….