talent review and development process : a step-by-step guide · the talent review and development...
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TalentReviewandDevelopmentProcess:AStep-by-StepGuideContextandintroductionDevelopingleadershipinthehomeofficeisoneofthemostimportantandvaluablethingsyoudoasanorganization.Thesecentralleadershiprolesareessentialforsupportingandimprovingourschoolsandensuringstudentsachieveoutstandingoutcomes.Thenetworkdependsoneachpersoninthehomeofficeworkingeffectivelyandpassionately.Investinginleadershipdevelopmentnotonlybuildsyourcollectiveskills,butalsohelpsyouavoidthechallengesofstaffturnoverandexternalhiring.Consideringthevaluecreatedandcostsaverted,thisinvestmentinyourcurrentandfutureleaderscanyieldanimpressivereturn.
Eachpersoninthehomeofficehasaroletoplayinstrengtheningourleadershippipeline.Whileleadershipdevelopmentshouldbehappeninginsomeformallthetime,thisguidefocusesontheformalprocessesthatorientyear-roundactivitiestodevelopandretainstaff.Thisformalprocess,whichshouldtakeplaceonceayear,isknownastheTalentReviewandDevelopmentProcess.Tocompletetheprocess,youwillfilloutindividualizedassessmentsforeachdirectreportandanindividualizeddevelopmentplanthatincludesspecificactionstosupportonthejobtraining,coaching,formaltraining,andspecificretentionstrategies(e.g.,shiftstocompensation,careeradvancement,andnon-monetaryrewards).
Individualassessmenttemplate Developmentplantemplate
ThisguidewillwalkyouthroughthekeyphasesoftheTalentReviewandDevelopmentProcessandthestepsthatyoucantakeineachphasetoensureahigh-qualitydevelopmentexperienceforyourdirectreports.
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OurTalentReviewandDevelopmentProcessisbasedonsixbestpracticesinleadershipdevelopment:
BESTPRACTICESGUIDINGTHISPROCESS
EXPLANATION
Defined,role-specificcompetencies
• Asetofsharedcompetenciesforhiring,performanceevaluations,andprofessionaldevelopment.• Ensuresthatdevelopmentareasarenotarbitrary,butarealignedtothefunctionalroleand/ornecessaryleadershipskillsof
theemployee.
Developmentplansanchoredinon-the-jobstretchopportunities
• TheCenterforCreativeLeadershippioneeredthe70-20-10approach,whichhasthreetimesmoreimpactonemployeeperformance.
• Focuses70%ofdevelopmentonon-the-jobtraining,20%oncoachingandmentoring,and10%onformaltrainingandself-study.
Co-creation/JointAccountability
• Boththemanagerandtheemployeeinvestedinthedesignandcreationoftheplanleadstohigherengagement,higherjobsatisfaction,andanincreasedlikelihoodoffollowthrough.
ClearmeasuresofSuccess
• Measuresofsuccessareclear,measurablegoalsthatwillbereachedoncetheprofessionaldevelopmentplaniscomplete(i.e.readinesstotakeonanewresponsibility,anewdirectreport,etc.).
• Twotypesofsuccessmeasuresarekey:outcomesbasedmeasuresandprocessbasedmeasures(i.e.checkinonceamontharoundlessonslearned,etc.)
Regularreflectionandupdating
• Inordertobuildhabitandmakethisapriority,progresscheckpointsmusthappenconsistentlythroughouttheimplementationoftheplan.
• Ensuresaccountabilityandallowsforproblemsolving,coaching,andfeedback.
Connectiontoyear-endevaluation
• Ensuresthatdevelopmentareasnotarbitrary,butarealignedtotheorganizations’strategicprioritiesandtheprioritiesforthisspecificrole.
• Connectingtheplantothequalitativeandquantitativemetricsusedtoassessperformanceofemployeeallowsforincreasedfocus,investment,andfollowthrough.
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KeyphasesoftheTalentReviewandDevelopmentProcess
1. IndividualAssessment:Usingobjectivecriteria,assessyourdirectreports’demonstratedjobperformanceanddemonstratedleadershippotentialto
formaholisticviewofhowwelltheyarepositionedforfutureleadershipopportunities
2. ManagementTeamCalibration:Discussindividualassessmentswithcolleaguestoensureconsistentandfairapplicationofperformanceandleadershippotentialcriteria,toidentifythemesindevelopmentneeds,andtocoordinateretentioninvestments
3. IndividualDevelopmentandRetentionPlanning:Translateyourassessmentintoatailoreddevelopmentandretentionplanforeachdirectreport,anchoredinon-the-jobstretchopportunitiesandlearning
4. Implementationandmonitoring:Beginwithaconversationwithyourdirectreporttoshareyourassessmentanddevelopmentplan,andcollaborativelyoutlinethenextstepsyouwillbothtaketoimplementandtrackprogressagainstthedevelopmentplan
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Phase1:IndividualAssessment
Manyorganizationsintheeducationfieldfacechallengesinidentifyinganddevelopingtheirfutureleaders,fillingrolesonanad-hocbasis.Tomovetowardamorerobustleadershippipelineintheorganization,itiscriticaltohavearigorousapproachforeachindividualonstaff–notjustintermsoftheirperformancetoday,butalsointermsoftheirpotentialtotakeongreaterleadershipresponsibilityinthefuture.
DuringthefirstphaseoftheTalentReviewandDevelopmentProcess,youwillbeaskedtoevaluateasetofdirectreportsintermsofboththeircurrentperformanceandleadershippotential.ThisevaluationwillhelpyoulocateyourdirectreportsonthePerformance/PotentialMatrix,atoolthatcaninformtheindividualizeddevelopmentplansthatyoucreateinphasetwooftheTalentReviewandDevelopmentProcess.
Therearetwodimensionstothematrix:
• Demonstratedjobperformance:Thisaxismeasurestheextenttowhichanindividualismeetingexpectationsindemonstratingfunction-specificcompetenciesandaccomplishingthetasksandresponsibilitiesthatarecoretotheirjobdescription.
• Demonstratedleadershipcompetencies:Thisaxismeasurestheextenttowhichanindividualisdemonstratingthequalitiesthatwouldmakeherorhimanexcellentandinspiringstrategicleaderintheorganization
AssessmentsonthesetwodimensionswillhelpyouplaceeachofyourdirectreportsinoneofthesegmentsofthePerformance/PotentialMatrix,shownatright.Anindividual’splacementonthematrixtranslatesdirectlytoanover-archingdevelopmentgoal.
TheTalentReviewandDevelopmentProcessisintendedtoprovideanobjectivesetofcriteriaonbothofthesedimensions–performanceandpotential–inordertoassessstaffmembersandshareconsistentexpectationacrossteams,functionalgroups,andlevelswithinafunctionalgroup.ThesecriteriabuildontheBlueprintforSuccessCompetencyMapsdevelopedbyEdFuelandBridgespan.Thesecompetencymapsprovideacomprehensiveviewofthecompetenciesrequiredforvarioushomeorcentralofficerolesbyfunction.However,eachorganizationwillneedtoadaptthesecompetenciestofittheuniquestructureandteamconfigurationsoftheoffice.Thisincludesunderstandingthatcompetenciesrequiredforspecificrolesmaycutacrossdifferinglevelsandthatsomecompetenciesmaybelessrelevanttoyourcontextthanothers.
Thecriteriaonwhichyourteamalignswillhelpyouthinkthroughspecificstrengthsanddevelopmentareasforyourdirectreports,andwillhelpyouarriveatanoverallassessmentandplacementonthePerformance/PotentialMatrix.Tosimplifytheevaluationofyourdirectreports’demonstrationofkeycompetencies,
ThePerformance/PotentialMatrix
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wehaveastandardevaluationtemplate,shownbelow.Thenexttwosectionsofthisguidewillwalkthroughthestep-by-stepprocessofcompletingthistemplate.
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Assessingdemonstratedjobperformance
Demonstratedperformanceistheabilitytoconsistentlydeliverresultsovertimealignedwiththestrategy,goals,andobjectivesoftheindividual’sfunctionalarea.Thegoalofassessingdemonstratedperformanceistounderstandsustainedperformanceintheroleovertimeratherthanonespecificactionoraccomplishment.ThefollowingsetofdirectionsaremeanttoprovideageneralguideforevaluatingperformancebasedonkeycompetenciesidentifiedaspartoftheBlueprintforSuccess.
Directions:
1. Startbybrieflylistingyourdirectreport’smajorresponsibilitiesoverthetimeperiodoftheevaluation.Don’tworryaboutcapturingeverything–justfocusonthebiggestassignments,initiativesorbodiesofwork.
Nameofsupervisor:[name]Nameofsupervisee:[name] Role:OperationsManager Tenureincurrentrole:2.5years Reviewperiod:06/15-05/16Keyresponsibilitiesduringreviewperiod:
Summarymessage
• Project-managedstructuralrenovationstotwoschoolsites,includingbudgetoversight• Renegotiatedschoolfoodservicecontractsforallschoolsitesinlargestdistrict• Conductedanalysisofschoolutilitycostsandrecommendedstrategiestocutcostsincomingyear• Managedstateaccreditationprocessacrossallschoolsites
• Leavethisblankfornow–we’llrevisititlaterinthissectionoftheguide
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2. Identifythefunctionalareaforwhichthestaffmemberisbeingevaluatedandchoosethecompetencymapthatbestfitsthefunctionalroleorrolesthatthestaffmemberhasresponsibilityforexecuting.Forexample,ifthedirectreportyouareevaluatingisanoperationsmanager,youwouldbeginbylookingatthe“Operations”competencymapbecausethisisyourdirectreport’sfunctionalarea.
3. Determinetheequivalentlevelofyourdirectreportinthecompetencymapframework.Inidentifyingwhereyourdirectreportfitsinthesequenceof
levelsinthecompetencymap,it’smoreimportanttopayattentiontothedescriptions(ontheright)ratherthanthetitles,sincethesecanvaryacrossorganizations.Thecurrentlevelofyourdirectreportwilldeterminewhichcolumnofthecompetencymapsyouuseasthedefinitionfor“meetingexpectations”injobperformance.
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4. Identifythethreecompetenciesthataremostimportanttothisperson’ssuccessintheirfunctionalrole.Allfunctionalareacompetencymapshaveseveralbigcategoriesofcompetencies,eachwithmorespecificsub-competencies.Ideally,youwillworkwithyourdirectreporttoidentifythebigcategorythatismostimportantforhim/her,andthenwithinthiscategory,pickthethreemostimportantspecificcompetencies.Youcanalsopickspecificcompetenciesfrommultiplecategories.Usingthesecompetencymapstoidentifycriticalcompetencieswillensurethatjobperformanceassessments–andcorrespondingdevelopmentplans–arenotarbitrary,butalignedtothefunctionalroleofyourdirectreport.Asyougothroughthisstep,trytokeeptwogoalsinmind:
a. Usethecompetencymapsasthefoundationforongoingprofessionaldevelopmentconversationswithyourdirectreport,andtocontinuetobuildtheirinvestmentandownershipoftheirgrowth.
b. Beasspecificaspossibleaboutthecompetenciesthatyourdirectreportmustdemonstratetobeaneffectiveperformerinhis/hercurrentroleandlevel.Thiswillhelpyoubothtowriteclearandpowerfulassessmentsanddevelopmentplans.
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5. Fillinthetemplatewiththewiththefunctionalcompetenciesthatyoufeelaremostimportanttothesuccessofthefunctionalareaandtheorganizationasawhole
6. Usingthespecificdefinitionsprovidedinthecompetencymapsatyourdirectreport’slevel,reflectonyourdirectreport’sdemonstratedperformanceofthesecompetencies.Whenevaluatinganemployee’sperformance,consideranysignificantaccomplishmentsoverthelastyear,anynotableachievementsorrecognitionthatthepersonhasreceived,andanymomentsofperformancerelatedproblemsthathavebeenobserved.Trytorecallspecificexamplesoftimeswhentheywereexercisingeachskilllistedinthecompetencymap.Theaimforeachcompetencyistohighlightafewofyourdirectreport’sspecificstrengthsandspecificareasforimprovement.
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Ensuringobjectivityintheindividualassessment:Althoughthismayseemlikeaverysubjectiveevaluation,youarestronglyencouragedtobringasmuchobjectiverigortotheprocessaspossible.Thespecificcriteriaspellingoutthedefinitionsofdemonstratedjobperformanceanddemonstratedleadershipcompetenciesbelowwillhelpyoutobeconsistentandfairinyourassessments.Asyoureviewthesecriteria,youshouldfocusontheindividual’srecentdemonstratedbehavior,nottheirreputationorwhatotherssayabouthim/her.
Youarealsoencouragedtowatchoutforcommonpitfallsinindividualassessment.Someofthemajorbiasestoavoidinclude:
Bias Description TipsonmitigatingthesebiasesHaloeffect Developinganoverallappraisalbasedonone
good(orbad)trait• Considerallofthekeycompetenciesseparatelywhenassessinganindividual
• Seekoutothersupervisorstoprovideexamples/anecdotesabouttheindividualtocheckyourperception
• Baseyourassessmentonconcreteexamplesoftheirbehavior• Drawexamplesofanindividual’sbehaviorfromtheentiretimerelevanttimeperiod
• Meetwithyourcolleaguestocalibrateyourassessments(note:thisisphase3oftheTalentReviewandDevelopmentProcess)
• Whendiscussingyourassessmentwithothers(includingdirectreports),beopentomakingchanges
Personalbias Basingyourassessmentabouttheindividualprimarilyonyourpersonalfeelingsabouther/him,nottheobjectivecriteria
Similar-to-mebias Assessinganindividualmorefavorablybecauseshe/heisverysimilartoyou
Recencybias Assessinganindividualbasedonher/hisactionsintheveryrecentpastratherthanovertheentirerelevanttimeperiod
Harshness/leniencybias
Consistentlyratingindividualsmorepositivelyornegativelythancolleagues
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Functionalcompetency#1:Financialanalysis
Functionalcompetency#2:Monitoringoperationalperformance
Functionalcompetency#3:Organizationalcompliance
Identifystrengthsdemonstratedineacharea• Coordinatedeffectivelywithtwodifferent
contractorsandschoolsiteteamstodevelopbudgetsforschoolrenovation
• Proactivelyelevatedpotentialrenovationcostover-runs
• Successfullymanagedajuniorstaffmemberandsummerinterntodeliverutilitycostanalysisaheadofdeadline
• Identifiedextendedlearningtimeaskeydriverofvarianceinutilitycosts,informingnewpricingmodelforexternalafterschoolproviders
• Oversawon-timecompletionofaccreditationcompliancereportsforallschoolsites
Identifydevelopmentareasdemonstratedineacharea• Couldhavedoneabetterjobofincluding
keystakeholdersonfoodserviceteamthroughoutcontractrenegotiationtoensuretherewouldbenocompromiseinservicequality
• Futurerecommendationsforoperationalimprovement(likecuttingutilitycosts)couldgodeeperinanticipatingkeyrisks/challengesandpotentialapproachesformitigatingtheserisks
• Couldprovidemoreregular(iemonthly)updatestosupervisoronoperationalcompliancetoinitiatenecessarycorrectiveactionearlier
7. Afterthinkingthrougheachofthecompetencysets,makeaholisticassessmentaboutdemonstratedjobperformance:Overall,isthispersonmeeting
expectations,exceedingexpectations,ornotmeetingexpectationsfortheirlevel?
DEMONSTRATEDJOBPERFORMANCE
� Inconsistentlydeliversworkuptorequiredstandards
� Consistentlydoeswhatwouldbeexpectedfromsomeoneinthisrole
� Consistentlydeliversoutstandingwork.Oneofthestrongestprofessionalsinthisroleyouhaveworkedwith
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Assessingdemonstratedleadershippotential
Leadershippotentialreflectstheperceivedabilityofanindividualtoassumeleadershiproleswithintheorganization.Attributesofleadershippotentialincludetheabilitytostrategicallymanageresourcesandsupporttheorganizationtoachieveitsmission,theabilitytoeffectivelyengageteammemberswithinone’sfunctionalareaandbeyondinachievinggoals,andtheabilitytomanageoneselfinawaythatprovidesconfidencethats/hecanassumegreaterlevelsofresponsibilitywithoutbeingoverstretched.
Inadditiontotheseattributes—whicharedetailedintheleadershipcompetencymap—assessingtheleadershippotentialofastaffmembershouldalsotakeintoaccountthedegreetowhichthatpersonembodiesthevaluesoftheorganizationandaspirestotakeongreaterresponsibility.Totrulyassessthesequalities,itisimportanttohavefeedbackfromotherteammemberswhohaveworkedwiththisindividualandtohaveopenconversationswiththeindividualabouttheiraspirationsandlongtermgoals.ThefollowingsetofdirectionsaremeanttoprovideageneralguideforevaluatingleadershippotentialbasedonleadershipcompetenciesidentifiedaspartoftheBlueprintforSuccess.
Directions:
1. OpentheBlueprintforSuccesscompetencymapforStrategicLeadership,andreadthroughthedescriptionofkeycompetenciesforthefourmajorcategoriesof“strategicmanagement,”“effectiveteaming,”“self-management,”and“foundationalprinciples”
2. Reflectonyourdirectreport’sdemonstrationofleadershipcompetencies,consideringanyofthesub-competenciesinthefourmajorcategories.Theaimforeachofthefourcompetencyareasistohighlightafewofyourdirectreport’sspecificstrengthsandspecificareasforimprovement.Whenevaluatinganemployee’sperformance,consideranysignificantaccomplishmentsoverthelastyear,anynotableachievementsorrecognitionthatthepersonhasreceived,andanymomentsofperformancerelatedproblemsthathavebeenobserved.Trytorecallspecificexamplesoftimeswhen
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theywereexercisingeachattributelistedinthecompetencymap.Aswiththeassessmentofjobperformance,beawareofpotentialbiasesinyourjudgmentandtrytoproactivelymitigatethesebiases.
Strategicmanagement Effectiveteaming Self-management FoundationalprinciplesIdentifystrengthsdemonstratedineacharea
• Triangulatedseveralsourcesofdatainanalysisofutilitycosts,consideringquantitativedata,directobservationandinterview/focusgroupinput
• Madegood-faithefforttoaddressconflictbetweenbuildingcontractorandschoolsitecouncilchairoverconstructionnoise,eventhoughtheissuewasnotresolvedinatimelymanner
• Highlyresponsivetoconstructivefeedbackonworkingstyle;quicktoincorporatenewapproachesandtechniques
• Spearheadeddiversityoutreacheffortsininternshiprecruiting
Identifydevelopmentareasdemonstratedineacharea• Couldbemoreproactivein
communicatingcaseforchangeforkeyinitiativessuchasnewfoodservicecontracts
• Couldbettersupportentry-leveldirectreportsbyprovidingmorestructureanddirectionindeliverables
• Couldbemoreintentionalinfosteringproductiveteamenvironment;styleattimesfeelstootransactional
• Couldtakeamorepragmaticlensinworkandthinkcriticallyaboutwhethersolutionsproposedarerealistic
• Couldmoreexplicitlyconsider/prioritizestudentoutcomesindecision-making(forexample,asalensforrecommendingapproachestoreduceutilitycosts)
3. Assessyourdirectreport’sexpressedaspirationforfurtherleadershippositions.Baseyourjudgmentonconversationsyouhavehadwithyourdirectreport.Aspirationisatermthatcapturestheintensityofanindividual’sdesireforadvancementwithintheorganizationandpersonalmotivationtoimprove
LeadershipAspiration:Moderate–Workshardandexpressessomeenthusiasmabouttakingonmoreresponsibilitywithintheorganization.However,onlyseldomgoes“aboveandbeyond”toachievebestresults,anddoesnotseemparticularlypassionateabouttheeducationsector.
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4. Afterthinkingthrougheachofthecompetencysets,makeaholisticassessmentaboutdemonstratedleadershippotential:Overall,isthispersonintherightrole?Readytostepupimmediately?Orunlikelytobeagoodfitformoreseniorroles?
5. Completethe“summarymessage”basedonyourassessment.
Summarymessage
6. PlaceyourdirectreportonthePerformance/PotentialMatrix,basedonyourholisticassessmentsonbothaxes.Confirmthatthedescriptionintheboxfeelsrightforyourdirectreport
DEMONSTRATEDLEADERSHIPCOMPETENCIES
� Currentroledoesnotprovideanidealfit;notlikelytobeastrongcandidateformoreseniorroles
� Currentroleprovidesagoodfit;maybereadytoassumeroleswithlargerscopeandresponsibilityinthefuture
� Eagerandabletoassumeroleswithlargerscopeandresponsibility
• [Name]hasperformeduptoexpectationsinhisrole,showingexceptionalanalyticalabilityandsomeemergingstrengthsinprojectmanagement.Heiseagertolearn,buthassignificantopportunitiestoimproveinchampioningchangeinitiativesandengagingwithhisteamandwithbroadergroupsofstakeholders.
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Summaryassessmentdocument
Nameofsupervisor:Nameofsupervisee: Role: Tenureincurrentrole: Reviewperiod:Keyresponsibilitiesduringreviewperiod:
Summarymessage
Demonstratedperformance
Functionalcompetency#1:____________________________________
Functionalcompetency#2:____________________________________
Functionalcompetency#3:____________________________________
Identifystrengthsdemonstratedineacharea•
• •
Identifydevelopmentareasdemonstratedineacharea• • •
•
•
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Leadershippotential
Strategicmanagement Effectiveteaming Self-management LeadershipvaluesIdentifystrengthsdemonstratedineacharea
• • • •
Identifydevelopmentareasdemonstratedineacharea• • • •
LeadershipAspiration:
Overallassessment
DEMONSTRATEDJOBPERFORMANCE
� Inconsistentlydeliversworkuptorequiredstandards
� Consistentlydoeswhatwouldbeexpectedfromsomeoneinthisrole
� Consistentlydeliversoutstandingwork.Oneofthestrongestprofessionalsinthisroleyouhaveworkedwith
DEMONSTRATEDLEADERSHIPCOMPETENCIES
� Currentroledoesnotprovideanidealfit;notlikelytobeastrongcandidateformoreseniorroles
� Currentroleprovidesagoodfit;maybereadytoassumeroleswithlargerscopeandresponsibilityinthefuture
� Eagerandabletoassumeroleswithlargerscopeandresponsibility
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PositiononPerformance/PotentialMatrix
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