Cee trueventus workshop on winning the war for talent 22-23 january 2013 final

© 2013 Centre for Executive Education
www.ipma.com.sg
MASTERCLASS ON WINNING
THE WAR FOR TALENT:
Strategic Talent Management in a
Global Economy
Prof Sattar Bawany
CEO, Centre for Executive Education
Strategic Advisor, IPMA Asia Pacific
22 - 23 January 2013
Pan Pacific Hotel, Manila, Philippines

2
© 2013 Centre for Executive Education Pte Ltd
www.ipma.com.sg
Every morning in Asia, a tiger
wakes up. It knows it must
outrun the slowest deer or it
will starve to death.
Every morning in Asia, a deer
wakes up. It knows it must run
faster than the fastest tiger or it
will be killed.
It doesn‘t matter whether you are a tiger or a deer: when the
sun comes up, you‘d better be running…..
Are You A Tiger Or Deer?

3
www.ipma.com.sg
Knowing Yourself

www.ipma.com.sg
SESSION 1:
INTRODUCTION

5
www.ipma.com.sg
The S.C.O.P.E. Approach
S
C
O
P
E
HARE
HALLENGE
PEN MINDED
LAN TO IMPLEMENT
NJOY OURSELVES

6
www.ipma.com.sg
 CEO, The Centre for Executive Education
 Strategic Advisor, IPMA Asia Pacific
 Managing Director & C-Suite Coach with EDA Asia Pacific
 Co-Chair of the Human Capital Committee of the American Chamber of
Commerce in Singapore (AmCham Singapore).
 Member of Frontier Strategy Group‘s Expert Advisory Network (EAN) for
Talent Management issues in Asia Pacific advising CEOs and CHROs of
global and regional organisations.
 Over 25 years‘ international business management in executive coaching,
facilitation, leadership development and training
 Adjunct Professor of Strategy at Paris Graduate School of Management
teaching international business strategies, leadership development and
human resource courses
 Previously assumed senior leadership roles with global management &
HR consulting firms: DBM Asia Pacific, Mercer Human Resource
Consulting, The Hay Group and Forum Corp
About Your Master Facilitator
6

7
www.ipma.com.sg
 The Centre for Executive Education (CEE) is the Executive
Development Division of The International Professional Managers
Association (IPMA).
 IPMA is a global ‗not-for-profit‘ (NPO) members organisation
headquartered in Kent, UK with Regional Offices in Europe, Africa and
Asia Pacific
 CEE‘s mission is to assist client organisation to secure a leading
position in their respective market place and developing a sustainable
competitive advantage through developing their key asset, intellectual
capital of the people.
 CEE is the Strategic Partner of Executive Development Associates Inc.
(EDA) for executive coaching and custom-designed leadership
development solutions to accelerate individual performance
 EDA established in 1982 is a pioneer and leader in creating custom-
designed learning and executive/leadership development strategies,
programs and processes to help clients (many Fortune 500 companies)
achieve their strategic objectives and win in the marketplace.
Who We Are
7

8
www.ipma.com.sg
Workshop Objectives
This workshop will provide you with a foundation of knowledge
that will enable you to:
 Gain an Understanding about the Context for Talent
Management in today‘s Global Economy
 Understand and Implement of a Talent Management Model:
Competency Management; Talent Acquisition; Talent
Planning; Talent Development and Talent Engagement
 Leverage on a Proven Framework for Succession Planning
in Developing Future Leaders (including High Potentials)
 Best Practices from Leading Global Organisations in Talent
Management & Succession Planning
 Develop a Action Plan for implementing a TM Strategy

www.ipma.com.sg
SESSION 2:
DEMYSTIFYING
TALENT MANAGEMENT

10
www.ipma.com.sg
What is Talent Management (TM)?
Talent Management is the strategic management of the
flow of talent through an organization.
Its purpose is to assure that the supply of talent is
available to align the right people with the right jobs at
the right time based on strategic business objectives.
The right supply of talented workforce is crucial to realize
the strategic goals of the organization not only for today
but also in the future.
Organization‘s efforts to attract, select, develop, and
retain key talented employees in key strategic positions.

11
www.ipma.com.sg
Talent Management (TM) Concept
 TM introduced by Mc Kinsey consultants, in the 1990‘s
 TM is identified as the critical success factor in the
achieving sustainable organisational success
 TM focuses on
 differentiated performance: A, B, C players or
employees influencing company performance and
success
 identifying key or critical positions in the organization
 Research has consistently show that firms do recognize
the importance of talent management but they lack the
competence required to manage it effectively

12
www.ipma.com.sg
Talent Management Processes
Talent Management processes include:
 Workforce planning
 Talent-gap analysis
 Recruiting
 Staffing
 Education and development
 Retention
 Talent reviews
 Succession planning
 Evaluation
To drive performance, deal with an increasingly rapid pace of
change and create sustainable success, an organization must
integrate and align these processes with its business strategies.

13
www.ipma.com.sg
Group Discussion: What is Talent?
In your own Table Groups, develop a definition of
what is Talent and who are the Talented People in
your organisation?
Prepare your Group Response on s
Flipchart and appoint a Spokesperson to
Present to the larger Group
Duration: 10 mines (Discussion) and
5 mines (Presentation)

14
www.ipma.com.sg
What is Talent?
According to McKinsey; talent is the sum of
 a person‘s abilities,
 his or her intrinsic gifts,
 skills, knowledge, experience ,
 intelligence,
 judgment, attitude, character, drive,
 his or her ability to learn and grow.

15
www.ipma.com.sg
Who are Talented People?
 They regularly demonstrate exceptional
ability and achievement over a range of
activities
 They have transferable high competence in
assuming different roles and responsibilities
 They are high impact people who are
resilience, emotionally intelligence and can
deal with complexity

16
www.ipma.com.sg
The Business Case for Talent Management
 To compete effectively in a complex and
dynamic global environment to achieve
sustainable growth
 To develop leaders for tomorrow from within an
organization
 To maximize employee performance as a
unique source of sustainable competitive
advantage
 To empower employees:
 Cut down on high turnover rates
 Reduce the cost of constantly hiring new people and
also cost in training them

17
www.ipma.com.sg
Talent Management: Value Proposition
 Talent Management strategies help ensure the
quality, depth and diversity of a company‘s
leadership and talent bench.
 Effective Talent Management accelerates
businesses‘ ability to exceed performance
expectations and drive future growth by:
 Developing talent with the values, skills and experiences needed
to be successful today and in the future
 Aligning and integrating core HR processes with business
processes to increase individual, team and organizational
performance

18
www.ipma.com.sg
Talent Management Model
Vision, Mission, Strategy and Values
Talent Management Strategy
Talent Acquisition
Sourcing, Selection and Onboarding
Talent Planning
Workforce Planning; Talent Metrics,
Leadership Pipeline &
Succession Planning
Talent Development
Performance Management; Leadership Development;
Accelerating High Potential; Executive Coaching

19
www.ipma.com.sg
Talent Management fit within HR?
 Vision - Partner with the business to create organizational excellence through leadership and talent
acquisition, management, development & engagement
 Goal – Align & integrate core HR processes with business processes
TALENT ACQUISITION
Proactively recruiting world-class,
diverse leadership talent
Executive Recruiting
New Leader On-Boarding
Assessment
TALENT PLANNING
Ensuring a strong leadership pipeline
to drive growth for today and
tomorrow.
Talent Planning
Candidate Slating
Global Talent Development
TALENT DEVELOPMENT
Developing and executing
programs, processes & tools to
grow our current and future leaders
Leadership Programs for High
Potentials
Executive Coaching
Performance Management and
360 Feedback
Development Planning
TALENT ENGAGEMENT
Identifying the level of engagement of employees to optimize contribution and reduce enhance retention
Employee Satisfaction and Engagement

20
www.ipma.com.sg
Talent Management in Today’s Global
Economy
 Companies today face formidable talent challenges. The
ability to sustain a steady supply of critical talent is a
challenge facing all organizations — worldwide.
 Among the issues impacting the ―next generation‖
workforce are impending skill shortages, an increasingly
cross-generational and diverse workforce, the need for
knowledge transfer from retiring baby boomers, and
significant leadership gaps.
 Intense cost pressure from both traditional and emerging
competitors, new markets, and more demanding
customers are additional elements that give a new sense
of urgency to the concept of talent management.

21
www.ipma.com.sg
Top 5 Workforce Challenges
1. Attracting and retaining skilled professional
workers
2. Developing manager capability
3. Retaining high performers
4. Developing succession pool depth
5. Addressing shortages of management or
leadership talent

22
www.ipma.com.sg
Group Discussion
 One of the biggest challenges in Talent
Management from an HR perspective is to
obtain commitment from line management.
 What is your experience on the above and also
identify other potential barriers to successful
implementation of Talent Management and
your recommendations to resolve them?
 Prepare your Group Response on Flipcharts and appoint a
Spokesperson to Present to the larger Group
 Duration: 15 mins (Discussion) 5 mins (Presentation)

23
www.ipma.com.sg
How great leaders inspire action - Simon Sinek has a simple but powerful
model for inspirational leadership all starting with a golden circle and
the question "Why?”.
Why should your Talent remain with your Organisation and as your
Follower?
23
“If you hire people just because they can do a job, they‟ll work for
your money. But if you hire people who believe what you believe,
they‟ll work for you with blood and sweat and tears.” - Simon Sinek
References:
http://www.startwithwhy.com/
http://www.youtube.com/watch?v=qp0HIF3SfI4
http://www.ted.com/talks/simon_sinek_how_great_leaders_inspire_action.html
Video on Your Role as Chief Talent
Officer (CTO)

www.ipma.com.sg
SESSION 3:
COMPETENCY MANAGEMENT

25
www.ipma.com.sg
Talent Acquisition
Talent Planning
Workforce Planning; Talent Planning Metrics,
Leadership Pipeline and Succession Planning
Talent Development

26
www.ipma.com.sg
What is Competency?
Competencies are the core elements of talent
management practices
They are the demonstrable and measurable
knowledge, skills, behaviors, personal
characteristics that are associated with or
predictive of excellent job performance.
Examples
 Adaptability, teamwork, decision making, customer
orientation, leadership, innovation etc.

27
www.ipma.com.sg
Examples of Competencies and Definitions
Action Orientation
Targets and achieve results,overcomes obstacles, accepts responsibility,
creates a results-oriented environment.....
Interpersonal Skill
Effectively and productively engages with others and establishes trust,
credibility, and confidence with them
Creativity/Innovation
Generates novel ideas and develops or improves existing and new systems
that challenge the status quo, takes risks, and encourage innovation
Teamwork
Knows when and how to attract, develop, reward, be part of, and utilize
teams to optimize results. Acts to build trust, inspire enthusiasm,
encourage others, and help resolve conflicts and develop consensus in
supporting higperformance teams
L. A. Berger, D. R. Berger. Talent Management Handbook: The Talent Management Handbook: Creating a Sustainable
Competitive Advantage by Selecting, Developing, and Promoting the Best People, 2nd Edition McGraw-Hill, 2011

28
www.ipma.com.sg
Why Competencies?
The challenge is to identify which competencies the
organization expects to see in their people
The starting point of the model is the creed (values,
principles, expectations) and the business strategies
 Through a competency model the organization sends a consistent
message to the workforce about ―what it takes‖ to be successful in the
job
 Helps employees understand what helps drive successful performance
 The Competency Model approach focuses on the ―How‖ of the job.
 Competency model is behavioral rather than functional, focuses on the
people rather than jobs
 Competency models are outcome driven rather than activities (Job
descriptions focus on activities, competencies focus on outcomes)
 Integrates HR strategy with business strategy –both focus on outcomes

29
www.ipma.com.sg
Why Competencies?
The competency model serves as the foundation
upon which all workforce processes are built.
Competencies promote alignment of talent
management systems by creating a common
language that enables these systems to talk with
each other! That is, results of one TM system is
used as the input data for the following TM
system.

30
www.ipma.com.sg
The Competency Model
 The Competency Model identifies usually three
groups of competencies:
 Core competencies for the entire organization to shape the
organizational capabilities and culture required to achieve
the strategic goals (5 or 6)
 Leadership competencies for the management teams of
various levels for selection, career planning and
development
 Functional (technical) competencies (specific for each job
family)

31
www.ipma.com.sg
Developing a Competency Model
 Use commonly available ―ready to use‖ models
with small adjustments for your organization
 Develop own competency model with help of
external consultants where necessary
 Behavioral Benchmarking compare superior
performers with other best people in the
organization and in other benchmark companies

32
www.ipma.com.sg
Developing Organization’s Own
Competency Model
 Overview of current tasks and responsibilities
 Come to agreement about what successful ―outcome
driven‖ performance looks like
 Review of competency library and selection of ―must
haves‖ for the position
 Rank top competencies as demonstrated by exemplary
(superior) performers
 Identify of those competencies that align with the vision,
mission and strategic plan of the organization
 Verify the competencies with a larger sample of the
organization

33
www.ipma.com.sg
Competencies & Talent Management
TALENT=COMPETENCE+COMMITMENT+CONTRIBUTION
 Being competent is not only enough to be a talent
 The competent person should be committed to the causes
and goals of the organization
 And should be able and willing to contribute to the success
of the organization
 So, developing your talent is not enough, the organizations
need to take all the measures to motivate, reward their
talent pool to gain their commitment and contribution.
 Retention is also essential to gaurantee future alignment of
the talent with the right key positions

www.ipma.com.sg
SESSION 4:
TALENT ACQUISITION

35
www.ipma.com.sg
Talent Acquisition
Talent Planning
Talent Development

36
www.ipma.com.sg
Talent Acquisition

37
www.ipma.com.sg
Acquiring Talent
Sourcing talent is the process to generate a pool of
qualified candidates for a particular job. The organization
must announce the job‘s availability to the market and
attract qualified candidates to apply. The organization
may seek applicants from inside the organization,
outside the organization or both.
Talent selection is the process to make a ―hire‖ or ―no
hire‖ decision about each applicant for a job. The
process usually involves determining the characteristics
required for effective job performance, interviewing, and
then measuring applicants on those characteristics.

38
www.ipma.com.sg
Group Discussion:
What’s the Business Case?
 What is the business case for effective
talent acquisition?
 What are the costs of acquiring the
wrong talent?

39
www.ipma.com.sg
Key Assumptions
―Organizations need to get the right people on
the bus and in the right seats to succeed.‖
―Good coaching, training, mentoring, etc., is
not likely to make up for bad selection.‖
―Hire hard….Manage easy!‖
Collins, J. (2001). Good to great. New York: HarperCollins.

40
www.ipma.com.sg
Acquisition Workflow
 Requisition process.
 Sourcing.
 Application process.
 Screening and interviewing.
 Acquisition.
 Employment offers.
 Regrets.

41
www.ipma.com.sg
Important Considerations
Person-Job Fit: The match between a person‘s
knowledge, skills and abilities and the
requirements (competencies) of a specific job
(―demands-ability fit‖).
Person-Organization Fit: The congruence of
an individual‘s personality, beliefs and values
with the culture, norms and values of the
organization.

42
www.ipma.com.sg
Person-Job Fit Analysis
 Review core competencies (knowledge, skills, and
attributes) for the position.
 Observe or ask someone doing the same or a similar job
to help validate.
 List and prioritize the essential and desirable
competencies.
 Essentials: The job cannot be performed without these essential KSAs (e.g.,
experience running X, Y, and Z reports in SAP’s CRM application).
 Desirables: Not essential to perform the job, but can be used to differentiate
candidates (e.g., fluent in Multiple Languages).

43
www.ipma.com.sg
Person-Organization Fit

44
www.ipma.com.sg
Person-Organization Fit
 Personality and work group (cultural fit):
Conscientiousness (careful, hardworking, organized,
etc.)
Agreeable (cooperative, good-natured, tolerant, etc.)
Extroversion (sociable, gregarious, talkative, etc.)
Emotional stability (anger, worry, insecurity, etc.)
Openness to experience (flexible, curious, open to ideas,
etc.)
 Personal values and organization values.
 Personal interests and organization opportunities.
 Expectations and rewards.
 Followership and management style.

45
www.ipma.com.sg
Selection Methods
 Competency Based Interviews
 Ability Tests
 Personality Tests
 Assessment Centres

46
www.ipma.com.sg
Individual Exercise:
Your Interview Experience
Think about your best or worst interview. Envision
yourself in the office or conference room where the
interview took place.
 Was the room hot or cold?
 Were you comfortable or uncomfortable?
 What was your first impression of the person who interviewed you?
 What type of questions did the person ask?
 How much did you know about the organization or the job?

47
www.ipma.com.sg
Interview Questions
 Behavioral Interview: Applicants are asked to give
specific examples of how they have performed a certain
task or handled a problem in the past.
Behavioral questions typically begin with “Tell me about a
time when…” or “Can you think of....”
 Situational Interview: Applicants are asked how they
would respond to a specific job situation related to the
content of the job they are seeking.
Any job-relevant question that begins with “What would
you do if…" or “How would you handle…."

48
www.ipma.com.sg
Interview Questions
 Behavioral Questions:
 Can you describe a time when you had to manage a heavy
workload or a number of conflicting priorities? Competencies: work
under pressure and ability to prioritize.
 Can you tell me about a time when you improved a process or
made a system work better? Competency: innovation.
 Situational Questions:
 A work colleague told you in confidence that she suspects another
colleague of stealing. What would your actions be? Competencies:
ethics and problem solving.
 How do you respond to a peer who is preventing your team from
completing its project? Competencies: leadership and dedication to
goals.

49
www.ipma.com.sg
Group Exercise: Let’s Practice
 Think of a job with which you are familiar.
 Using your knowledge of the job, the culture of the
organization, etc., and the Interviewing Worksheet
(on the next slide), identify the 5 most important
competencies/dimensions of the job.
 After you have identified the essential
competencies, develop a behavior-oriented or
situation-oriented question for each dimension.
 When you have completed this, please prepare on
a Flipchart an example of the dimension and the
relevant questions with the rest of the larger group.

50
www.ipma.com.sg
Tool: Interviewing Worksheet
Step 1: List Job
Dimensions
Step 2: Develop Interview
Questions
Step 3: Cite the
Candidate’s Experience
List and prioritize 5-10 of the
most important dimensions
or competencies of the job.
Develop behavioral or situational
questions to probe how well the
individual aligns with the job
dimensions.
Provide evidence for how the
candidate aligns.
Candidate: _________________ Position: _______________

51
www.ipma.com.sg
Executive Onboarding

52
www.ipma.com.sg
Introduction to On-boarding
On-boarding is a major tool in successful talent
management and is critical for successful employee
integration.
On-boarding creates an understanding of the
organizational culture that helps the newly hired
employee feel better connected to the organization‘s
business strategy and creates a sense of belonging.
Implementing a well-managed on-boarding process can
have a significant and measurable impact on employee
productivity, retention, employment brand, services,
workplace safety, and future hiring.

53
www.ipma.com.sg
What is On-boarding?
On-boarding is the strategic process of
assimilating new employees into the
organization’s culture and advancing
them to the desired level of productivity
as quickly as possible.

54
www.ipma.com.sg
On-boarding vs. Orientation
On-boarding Orientation
•Comprehensive, broad, and
ongoing employee integration
•Begins when job offer is extended
and accepted
•Extends over several months
•Introduction to organization’s
structure, mission, vision, values,
and business strategies
•Socialization process to
understand organizational culture
and etiquette
•Brief period usually limited to one
or two days
•Provides basic employment
information
•Completion of new hire paperwork

55
www.ipma.com.sg
On-boarding Cycle
Pre-Boarding
Begins when the
job offer is
extended &
accepted
On-boarding
Continues until the
employee is fully
functioning &
productive. May last
up to 12 months.
Off- boarding
Occurs when the
employee leaves
the organization

56
www.ipma.com.sg
What is the Importance of On-
boarding?
 Employee Engagement
 Keeps the new employee engaged and excited about the organization
and his/her choice to accept the position
 Decreases the time it takes the employee to get to the desired level of
productivity
 Builds loyalty
 Employee Productivity
 Ensures that the employee feels welcomed, a valuable part of the
organization, and comfortable with the work environment as quickly as
possible, all vital to the employee‘s success
 Employee Retention
 Can be based on how the employee is treated the first 30-90 days of
employment
 Can be affected by the support the employee receives in developing and
progressing in his/her career

www.ipma.com.sg
SESSION 5:
TALENT PLANNING

58
www.ipma.com.sg
Talent Acquisition
Talent Planning
Talent Development

59
www.ipma.com.sg
Succession Planning and Management

60
www.ipma.com.sg
Succession Planning within HC Planning

61
www.ipma.com.sg
―Crisis may be an overused word, but it‘s
a fair description of the state of
leadership in today‘s corporations.
CEOs are failing sooner and falling
harder, leaving their companies in
turmoil. At all levels, companies are
short on the quantity and quality of
leaders they need.‖
Reference: Ram Charan, ―Leaders at All Levels‖, Jossey-Bass, Wiley, San Francisco, California, 2008
Business Case for Succession Planning

62
www.ipma.com.sg
Succession Planning - Defined
Process of identifying the future
leaders of your organization and
creating a development plan for them
to be ready when the time comes.

63
www.ipma.com.sg
Succession Planning
 It is imperative that Succession Planning is a
key part of a company‘s strategic planning
process
 Without a proper succession plan, it would be
difficult to nurture and develop your key
talent.
 Succession Planning is much more important
than most companies realize.

64
www.ipma.com.sg
64
Succession Planning & High Potentials
 Succession planning involves the identification of high-
potential employees, evaluating and honing their skills and
abilities, and preparing them for advancement into
positions which are key to the success of business
operations and objectives.
 Succession planning involves:
 Understanding the organization's long-term goals and objectives.
 Identifying the high-potential candidates and their respective
developmental needs.
 Determining workforce trends and predictions.

65
www.ipma.com.sg
65
Steps Involved in Succession Planning
1. Identifying legal and diversity issues to consider
2. Establishing present and future leadership roles and
objectives
3. Selecting key employees
4. Evaluating the strengths, weaknesses and readiness for
succession in key employees
5. Planning for the individual development of and ways to
retain key employees
6. Identifying ―emergency‖ positions without successors
7. Planning for positions that cannot be filled internally

66
www.ipma.com.sg
Possible Pitfalls of Succession Planning
 Lack of a formal development plan for each key person
 Development plans that are not implemented properly, or
plans not implemented at all
 Development plans that are not tailored to the needs of
an employee
 Development plans are not discussed with employees,
and mutual consent is not obtained
 Key employees not knowing that they are key employees

67
www.ipma.com.sg
Possible Pitfalls of Succession
Planning
 Development plans that are not well thought out, and
made just for compliance
 Including employees who are not qualified in the ―key
employee‖ list just to make them feel better
 Employees staying in the same position for too long
resulting in your best people leaving the organization
 An employee being identified as a successor, but not
getting the leadership position when the time comes

68
www.ipma.com.sg
Advantages of Succession Planning
 An organization filled with high caliber
leaders who are motivated to do their best
 Better ensures that long-term strategies are
carried out properly which in turn leads to
better business results
 Better reputation in the industry, which will in
turn attract more future leaders

69
www.ipma.com.sg
The Talent Strategy
Describes what type of people the organization will invest
in and how it will be done
Besides the specific elements of their creed, the talent
strategy of all high performing organizations should
have these directives:
1) Identify key positions in the organization (not more than
20-30 %)
2) Assess your employees and identify the high performers
(classify according to their current and future potential)
3) Retain key position backups
4) Make appropriate investments (select, train, develop,
reward)

70
www.ipma.com.sg
Assessing the Employees
 Superkeepers- greatly exceed expectations
(3-5%)
 Keepers – exceed expectations (20 %)
 Solid citizens- meet expectations (75 %)
 Misfits- below expectations (2-3 %)
L. A. Berger, D. R. Berger. Talent Management Handbook: The Talent Management Handbook: Creating a Sustainable
Competitive Advantage by Selecting, Developing, and Promoting the Best People, 2nd Edition McGraw-Hill, 2011

71
www.ipma.com.sg
Discussion of the role of Talent Planning to GE's success including HR's role
in working with the CEO's. http://www.youtube.com/watch?v=CCVy7OxThGo
Video on Talent Planning@GE Inc.

72
www.ipma.com.sg
Building a Leadership Pipeline –
Development of High Potentials

73
www.ipma.com.sg
Who are High Potentials?
 High Potentials consistently and significantly
outperform their peer groups in a variety of settings.
 While achieving these superior levels of performance,
they exhibit behaviors that reflect their companies‘
culture and values in an exemplary manner.
 Show a strong capacity to grow and succeed
throughout their careers within an organization – more
quickly and effectively than their peer groups do.
Reference: Douglas Ready, Jay Conger and Linda Hill, ‗Are You a High Potential? Harvard Business
Review, June 2010

74
www.ipma.com.sg
 The difference between high-performance employees
and high-potential employees is that the high-
performance employee are very good at performing their
jobs, while the high-potential employees have
demonstrated measurable skills and abilities beyond
their current jobs.
 The real damage is done when the high-performance
employee is promoted to a managerial level, is
uncomfortable and struggles in their new role, resulting
in high levels of stress and anxiety, causing them to quit.
High Performers vs. High Potentials

75
www.ipma.com.sg
 Studies show employee turnover can cost companies
up to 40 percent of their annual profit. That's for the
turnover of all employees, regardless of their
performance levels.
 The financial impact of losing a significant number of
high-potential employees (those Gen X and Y who
have been identified as your future leaders) can be
exponentially higher.
High Performers vs. High Potentials

76
www.ipma.com.sg
HiPo
29%
Non HiPo
71%
Sources: Corporate Leadership Council (2005); DeViries (1992); Sessa and Campbell (1997)
 93% of HiPo‘s are High Performers
 About 50% promotions fail (range of 75% to 35%)
Few High Performers are
High Potentials

77
www.ipma.com.sg
Growth Potential
Performance
Low Medium
High
Low
Medium
High
9 - Hi Potential Future Leader
Superior performer.
Strong possibility of promotion to
next level or beyond within
12 months.
Superior performer with moderate
possibility of promotion to next level or
expanded lateral move within organization
within 1-3 years.
Solid performer with strong possibility
of promotion to next level within
1-3 years based on increased job
performance in current role.
5 - Hold for Development
Solid performer in current role. May be
relatively new in position and still
growing into job.
Promotion likely in 2-3 years.
2 - Watch List
Performance not good. May be due to
change in job scope or wrong job.
Due to recent performance trend,
potential may be questionable.
3 - Unusual Case
Current performance is not good
but past performance has been strong
(could be short term issue or
wrong job, etc.).
7 - Pro in Position
Seasoned Professional.
Consistently superior performer,
difficult to replace but not likely
to be promoted within 12 months.
4 - Solid Performer
Performance has been solid.
Unclear whether individual can
grow with the job. Unlikely to be ready
for promotion in foreseeable future.
1 - Watch List
Performance is weak in current role.
Individual is doing just enough to get by.
Chances of fixing are remote.
Consideration should be given to
replacing the individual.
Best Practice Succession Management
Tool: GE* Nine Box Model
*GE Crotonville’s Management Training Center

78
www.ipma.com.sg
Succession Plan
Organization Name, Department Name
___________________
Key Position Title
Incumbent
Name
Position
Vulnerability
Succession Candidate
Names
Open in
< 1 Yr
Open in
1–3 Yrs
Open in
3 + Yrs
Ready in
< 1 Yr
Ready in
1–3 Yrs
Ready in
3 + Yrs
Tool: Sample Readiness Level Chart

79
www.ipma.com.sg
Overall Performance Summary:
(Indicate recent performance including major accomplishments or performance issues.)
Key Strengths:
(List 2 - 3. Indicate key technical or professional competencies, skills or knowledge the person has.)
Development Needs:
(List 2 or 3. Indicate key experiences, skills or knowledge the person lacks in order to move to the next
level.)
Development Actions:
1. On The Job: (What new responsibilities do you plan to assign to help this person develop this year?)
NAME: ________________ TITLE: ________________
Sample Development PlanTool: High Potential Assessment - 1

80
www.ipma.com.sg
2. Special Assignment: (What task force, projects or special assignments will be given this year to aid
development?)
3. Training: (What specific training or seminars are recommended this year for his/her development?)
Potential For Promotion:
(Indicate this persons readiness to be promoted to the next organizational level.)
Ready now for the next level.
Ready in the next 24 months.
Ready in 2 to 3 years.
Recommended Next Position: (List the next assignment that would most benefit the individual in his/her
development.)
Sample Development Plan (cont‘d)Tool: High Potential Assessment - 2

81
www.ipma.com.sg
 Successful High Potential leaders
demonstrate a high degree of Emotional
Intelligence and create an environment of
positive morale and higher productivity
resulted in sustainable employee
engagement
 Critical EI competencies such as
relationship management; cross cultural
communication; effective negotiation and
conflict management
Reference: Sattar Bawany, Maximizing the Potential of Future Leaders: Resolving Leadership Succession
Crisis with Transition Coaching‘ in ‗Coaching in Asia – The First Decade‟. September 2010 Candid Creation
Publishing LLP.; Singapore (Download from http://www.ipma.com.sg/publications.php)
Competencies for Development of
High Potentials

82
www.ipma.com.sg
 Introduced a clear Gen Y Talent Management Strategy
 Based on strong metrics and reporting
 Current leaders who espouse performance and development conversations
 HR facilitation without ―encumbrance‖
 Key elements include:
 Selection based on values - creative, courageous, responsive, international and
trustworthy….and explicitly modelling desired behaviour
 Commitment from EXCO down…Talent Management Committee
 Senior Leaders have responsibility to be talent scouts for Gen Y leaders
 Senior Leaders expected to have ―Conversations that Count‖ – performance,
learn and develop, career development and engagement of Gen Y employees
 For this Bank, Gen Y Talent Management is a differentiator!
Case Example – Background Global
Bank with Significant Asia Presence

83
www.ipma.com.sg
Program Evaluation
Development of Gen Y High Potentials

84
www.ipma.com.sg
 Develop Internally—buying may not be an option
 Update Curriculum for Development of Gen X and Y
 Update Approach to Organizational Learning
 Boost Emphasis on Gen X and Y Future Leadership
 Be Clear about Executable Tasks of Leadership
Organizations need to be more intentional & articulate
about the leadership skills they require & more creative
in designing experiences that help Gen X & Y employees
acquire them
Building Multi-Gen Pipeline: HR’s Role

85
www.ipma.com.sg
 Finding leadership talent early is essential. The path
from initial recruitment to the senior levels of a company
is approximately twenty-five years long and involves, on
average, only five jobs before becoming eligible for the
CEO post.
 The sooner Gen Y potential talent is identified, the better
it can be developed and tested.
 The most precious resources here are not financial but
the time, energy, and attention of other leaders. These
are always in short supply and must therefore be
devoted to the people who are most likely to succeed at
top levels.
Identify Gen Y Talent Early

86
www.ipma.com.sg
Alignment with
Strategic Direction
Expanding Leadership Competence Organization Competence
•Markets
•Competition
•Customers
•Products
• Shift of Mindset (Mental Models)
• Leadership Effectiveness – Core Transitional Skills
• Business and Financial Acumen
• Development of Others (Corporate Coaching Skills)
•Business Processes
•Structure & Accountabilities
•Relationships, Power & Politics
•Staffing & Capabilities (Knowledge Mgt)
Reference: Sattar Bawany, The ART of War for Talent, Human Capital (SHRI), Vol. 10 Issue 1 – January 2010 p40
Accelerating the Development of
High Potentials

87
www.ipma.com.sg
Development
Review Board
Executive Development
Coach
Professional
Network
Development
Assignments
Business
Results
Leadership
Growth
Reference: Sattar Bawany, Accelerating the Performance of Your Future Leaders, Human Capital (SHRI), April 2008 p58-61
High Potentials

88
www.ipma.com.sg
Agenda
 Senior insight powerful (+)
 HiPo presents goals,
aspirations &
developmental questions
 Career plans assessed in
light of organisational
needs
 Board shares personal
insights
 Brainstorm specific
developmental
suggestions &
connections
HiPo Development Review Board
HiPo
Executive
Committee
HR Facilitator
(Strategic
Business
Partner)
Executive
Coach
HR
Reference: Sattar Bawany, Accelerating the Performance of Your Future Leaders, Human Capital (SHRI), April 2008 p58-61
High Potentials

89
www.ipma.com.sg
Coaching Methodology
Company
Expectations
Individual
Expectations
Transition
Readiness
Assessment
Company
Feedback
Individual
Feedback
Gaps
Action
Plan
Gaps
Action
Plan
AchievementActionAnalysisAwareness
Reference: Sattar Bawany, The ART of War for Talent, Human Capital (SHRI), Vol. 10 Issue 1 – January 2010 p38-42
ART Framework for Developing
Future Leaders & High Potentials

90
www.ipma.com.sg
Group Exercise: Integrative Case Study on
Talent Management and Succession Planning

91
www.ipma.com.sg
 Succession Planning Process:
 Identify a critical position in the organization (Ann, the CEO)
 Delve down three levels below the critical position: no one, then Abby
(Head of HR), and finally Robin (Head of Organisational Excellence)
 Looking at this example, what are the potential
challenges do you foresee to the subject of
succession planning for Ann‘s role as the CEO and
what are your recommendations to the Board?
 Prepare your Group Response on Flipcharts and appoint a Spokesperson
to Present to the larger Group
 Duration: 15 mines (Discussion) 5 mines (Presentation)
Group Exercise: Integrative Case Study on
Talent Management and Succession Planning

www.ipma.com.sg
WELCOME BACK TO DAY 2
MASTERCLASS ON WINNING
THE WAR FOR TALENT
Prof Sattar Bawany
CEO, Centre for Executive Education
22 - 23 January 2013
Pan Pacific Hotel, Manila, Philippines

93
www.ipma.com.sg
Recap: Talent Management Model
Talent Acquisition
Talent Planning
Workforce Planning; Talent Metrics,
Leadership Pipeline &
Succession Planning
Talent Development

www.ipma.com.sg
SESSION 6:
TALENT DEVELOPMENT

95
www.ipma.com.sg
Talent Acquisition
Talent Planning
Talent Development

96
www.ipma.com.sg
Performance Management

97
www.ipma.com.sg
Get right
leaders in right
roles
Grow / Develop
Talent
Continuously
Develop and
Upgrade
Manage
Performance
• Assessment &
Selection
• Leadership
Expectations &
Values
• Recruiting &
Sourcing
• On-boarding
• New Leader-Team
Assimilation
• Talent Management /
Succession Planning
• Assignment
Management
• HiPo Assessment &
Executive Coaching
• Executive Education
Programs
• Workplace Action-
based Learning
• Pay & Rewards
• Performance
Management
• 360 feedback
• Employee Satisfaction
• Quarterly Business
Reviews
• Management Routines
Building a Strong Leadership Bench
…all delivered through a series of integrated programs & processes…
• Business
demands/strategy
• Ongoing planning
• Business Performance

98
www.ipma.com.sg
Performance Management & Appraisal
 Performance Management
 The process of creating a work environment in
which people can perform to the best of their
abilities.
 Performance Appraisal
 A process, typically performed annually by a
supervisor for a subordinate, designed to help
employees understand their roles, objectives,
expectations, and performance success.

99
www.ipma.com.sg
Performance Appraisal
Appraisal Programs
Administrative Developmental
Compensation Ind. Evaluation
Job Evaluation
EEO/AA Support
Training
Career Planning

100
www.ipma.com.sg
Reasons Appraisal Programs
Sometimes Fail
 Lack of top-management
information and support
 Unclear performance standards
 Rater bias
 Too many forms to complete
 Use of the appraisal program
for conflicting (political)
purposes.

101
www.ipma.com.sg
Pros and Cons of 360-Degree Appraisal
PROS
• The system is more comprehensive in that responses are gathered from multiple
perspectives.
• Quality of information is better. (Quality of respondents is more important than quantity.)
• It complements TQM initiatives by emphasizing internal/external customers and teams.
• It may lessen bias/prejudice since feedback comes from more people, not one individual.
• Feedback from peers and others may increase employee self-development.
CONS
• The system is complex in combining all the responses.
• Feedback can be intimidating and cause resentment if employee feels the respondents
have ―ganged up.‖
• There may be conflicting opinions, though they may all be accurate from the respective
standpoints.
• The system requires training to work effectively.
• Employees may collude or ―game‖ the system by giving invalid evaluations to one another.
• Appraisers may not be accountable if their evaluations are anonymous.
Using 360 Feedback Tools for Appraisal

102
www.ipma.com.sg
Performance Appraisal under an MBO Program

103
www.ipma.com.sg
Creating an Effective MBO Program
1. Managers and employees must be willing to establish
goals and objectives together.
2. Objectives should be quantifiable and measurable for
the long and short terms.
3. Expected results must be under the employee‘s control
and free from criterion contamination.
4. Goals and objectives must be consistent for each
employee level (top executive, manager, and
employee).
5. Managers and employees must establish specific times
when the goals are to be reviewed and evaluated.

104
www.ipma.com.sg
The Balanced Scorecard
 The appraisal focuses on four related categories
 Financial, customer, processes, and learning
 Ensuring the method‘s success:
 Translate strategy into a scorecard of clear objectives.
 Attach measures to each objective.
 Cascade scorecards to the front line.
 Provide performance feedback based on measures.
 Empower employees to make performance
improvements.
 Reassess strategy.

105
www.ipma.com.sg
Sample Personal Scorecard

106
www.ipma.com.sg
Managing Ineffective Performance
 Possible Courses of Action
 Provide training to increase skills and abilities
 Transfer employee to another job or department
 Attention of actions to motivate employee
 Take disciplinary action
 Discharge the employee
 Cautions
 All actions taken must be objective and fair.
 Do not treat underperformer differently, setting the
employee up to fail.

107
www.ipma.com.sg
Peformance Coaching

108
www.ipma.com.sg
“Coaches help people set better goals and then reach
those goals, provide the tools, support and structure to
accomplish them”
International Coaching Federation
“Coaching is a powerful, collaborative relationship between
a coach & a willing individual which enables, through a
process of discovery, goal setting the realization of
strategic action”
Corporate Coach U
What is Coaching?

109
www.ipma.com.sg
“Coaching is unlocking a person‟s potential to maximise their
own performance. It‟s helping them to learn rather than
teaching them”
The Inner Game in Business by W Timothy Gallwey
“Coaching is the art of improving the performance of others.
Managers who coach encourage their teams to learn from and
be challenged by their work. Create the conditions for
continuous improvement by helping staff to define and achieve
goals.”
Coaching Successfully by Roy Johnson and John Eaton.
What is Performance Coaching?

110
www.ipma.com.sg
Helping an individual:
 ―Learn what it takes‖ to improve
existing capabilities
 Set meaningful goals
 Be accountable for results
 Understand and eliminate barriers
Focus of Managerial Coaching

111
www.ipma.com.sg
Intention
WordsRelationship
TRUST
COACHABLE MOMENT®
Those moments when an individual is open to taking in new information
that will effect a shift in his/her knowledge and behavior.
Being a Manager - Coach

112
www.ipma.com.sg
1. Topic/ Goal 2. Reality
• Invite self
assessment
• Feedback
• Is there a gap?
• Be creative – look at the
full range, brainstorm
• Offer suggestions for
consideration – beware advice!
3. Options
4. Wrap Up
• Identify possible obstacles
• Commit to action
• Identify steps
• Agree support
• Agree topic for discussion
• Agree specific objective
of the session
• Set longer term aim
if appropriate
Gap?
The TGROW Coaching Model

113
www.ipma.com.sg
1. Topic/Goal 2. Reality
• What‘s the evidence?
• What have you already tried?
• What did you learn
from that?
• What other feedback
do you have?
• If you looked at this from another
angle … what could you do then?
• What could you try now?
• What else?
• What could you do as a first step?
3. Options4. Wrap Up
• What do you want to cover today?
• What are you hoping to achieve today?
• What are the priorities?
• What other help/input do you need?
• When could you do this?
• What could get in the way of your plans?
• How will you overcome this?
• How will you/others know you‘ve been
successful?
• End – what have you learnt
from today? How have we
worked together? What could
we do differently next time?
TGROW – Coaching Questions

114
www.ipma.com.sg
Conduct these role-play sessions in groups of 3. For each of the
role-play sessions, there will be an employee, a manager-coach
and an observer.
Preparation – 5mins
Coaching session – 15mins
Debrief – 5 min
Rotate the roles after each role-play session.
Focus will be on a real-life case scenarios that you are currently
experiencing in your workplace/teams. Alternatively you may
consider the 3 examples workplace scenarios.
TGROW – Coaching Practice Session

115
www.ipma.com.sg
Leadership Development

116
www.ipma.com.sg
1. Acting with an insensitive, abrasive, intimidating style
2. Lack of relationship management skills including
collaborative, interpersonal and team effectiveness skills
3. The inability to respond quickly and flexibly to rapidly
changing market conditions
4. Lack of cross cultural communication skills
5. Failing to make the boss/organization's priorities a high
priority
Top Lessons on Executive Derailers

117
www.ipma.com.sg
Video on Kids’ Interview
on What is a Good Leader?

118
www.ipma.com.sg
 Use intellectual as well as emotional capabilities to
guide organizations through turbulent business
environments towards achieving organization's
results
 Understand the importance of emotional intelligence
in development of leadership effectiveness and
sustaining employee engagement and productivity
Today’s Leadership Challenges

119
www.ipma.com.sg
Emotional Intelligence and Effective
Leadership Development

120
www.ipma.com.sg
You CAN Change This!!!

121
www.ipma.com.sg
IQ refers to an individual‘s logical abilities (or
the cognitive aspects of intelligence) such as
memory, problem solving, how to rationalize
and analyze as well as scholastic abilities
Intelligence Quotient (IQ)

122
www.ipma.com.sg
Emotional Intelligence, also called EI and often measured
as an Emotional Intelligence Quotient (EQ), describes an
ability, capacity, or skill to perceive, assess, and
manage the emotions of one's self, of others, and of
groups
“Anyone can become angry – that is easy. But
to be angry with the right person, to the right
degree, at the right time, for the right purpose,
and in the right way – that is not easy.”
Aristotle in „Nicomachean Ethics‟
Goleman, D. (1995) Emotional Intelligence: Why It Can Matter More Than IQ. New York: Bantam Books.
Emotional Intelligence and EQ

123
www.ipma.com.sg
―The capacity for
recognizing our own feelings
and those of others, for motivating
ourselves, for managing emotions
well in ourselves and in our
relationships.‖
Goleman, D. (1998) Working with Emotional Intelligence. New York: Bantam Books.
Emotional Intelligence by Goleman

124
www.ipma.com.sg
Harvard Video on Social Intelligence

125
www.ipma.com.sg
Goleman’s EI Model
Daniel Goldman, Leadership That Gets Results. Harvard Business Review. March-April 2000

126
www.ipma.com.sg
 The purpose of this self-evaluation is to measure your
tendencies and abilities within various areas of emotional
intelligence
 In the space provided next to each of the statements,
please write in the number that best describes your
agreement with the item, using the scale immediately
below.
1 = Disagree Very Much 4 = Agree Slightly
2 = Disagree Moderately 5 = Agree Moderately
3 = Disagree Slightly 6 = Agree Very Much
Emotional Intelligence:
Self Assessment

www.ipma.com.sg
SESSION 7:
TALENT ENGAGEMENT

128
www.ipma.com.sg
Talent Acquisition
Talent Planning
Talent Development

129
www.ipma.com.sg
Source: The Chartered Institute of Personnel and Development (CIPD) Report on ―Creating an engaged workforce‖
hhttp://www.cipd.co.uk/hr-resources/factsheets/employee-engagement.aspx
1. Employers want employees who will do their best work or ‗go the
extra mile‘. Employees want jobs that are worthwhile and that
inspire them. More and more organisations are looking for a win-
win solution that meets their needs and those of their employees.
What they increasingly say they are looking for is an engaged
workforce.
2. So what is employee engagement? It can be seen as a
combination of commitment to the organisation and its values
and a willingness to help out colleagues (organisational
citizenship). It goes beyond job satisfaction and is not simply
motivation. Engagement is something the employee has to offer:
it cannot be ‗required‘ as part of the employment contract.
Demystifying Employee Engagement

130
www.ipma.com.sg
Say
Stay
Strive
Engagement
Source: Hewitt Associates Best Employers Study:
http://was2.hewitt.com/bestemployers/canada/pages/driving_engagement.htm
Demystifying Employee Engagement

131
www.ipma.com.sg
Source: Getting Personal in the Workplace, Are negative relationships squelching productivity in your company? by Steve
Crabtree, Gallup Management Journal Article, June 2004
3 Types O Employees

132
www.ipma.com.sg
Alignment – knowing what to do Engagement – wanting to do it
Employee Engagement and Alignment

133
www.ipma.com.sg
Engaging Managers performs the following tasks:
Managers focus on
their people
(Adapt Leadership and
Communication Styles to each
Generation of Employees)
Managers treat their
people as individuals
(Understand the Psyche of
Multigenerational Employees)
Managers who
coach their people
(Maximise the Potential
and Meet the Aspirations
of Employees)
Role of Managers

134
www.ipma.com.sg
Traditionalists Baby Boomers Gen X Gen Y
Career
Goals
Legacy Stellar Career Portable Career Parallel Careers
Rewards Satisfaction of
a Job Well
Done
Money, Title,
Recognition, Corner
Office
Freedom Is The
Ultimate
Reward
Work That Has
Meaning
Work-Life
Balance
Support in
shifting the
balance
Help me balance
everyone else and
find meaning in
myself
Give me
balance NOW!
Not when I‘m 65
Work isn‘t
everything.
Flexibility to
balance my other
activities
Job
Changing
Carries a
stigma
Puts you behind Is Necessary Is Expected
Training I learned the
hard way, you
can too!
Train them too much
and they‘ll leave
The more they
learn, the more
they‘ll stay
Continuous
learning is a way
of life
Source: Lynne C. Lancaster and David Stallman ‗When Generations Collide: Who They Are. Why They Clash. How to Solve the
Generational Puzzle at Work‟, 2002.
Overview of Generational Differences

135
www.ipma.com.sg
Source: The Straits Times, 8 April 2010

136
www.ipma.com.sg
 Changing Demographics
 Increasing numbers of Gen Y entering the workforce.
 Baby Boomers & Traditionalists are continuing to work for longer
tenures or are Re-engaged into the workforce.
 Alliance for Fair Employment Practices (TAFEP), 2010:
 Gen X and Gen Y make up 60% of the Singapore workforce.
 Means that 40% of the Singapore workforce is over 45 years of
age.
 Multi-generational teams improve organizational
effectiveness and performance.
Adapted from: TAFEP‘s Report on ‗Harnessing the Potential of Singapore‘s Multi-generational Workforce‘, 2010
http://www.fairemployment.sg/assets/files/Publications/Publication%20-%20Harnessing%20the%20Potential%
20of%20Singapore's%20Multi-Generational%20Workforce.pdf
Generational Diversity in Today’s
Workforce

137
www.ipma.com.sg
 More flexible in changing
demographics
 Broader insight into your customer
base
 Wider pool of Talent
 Diverse perspectives leading to
stronger decision-making
 Greater innovation and creativity
 Meet the needs of diverse stakeholders
Multigenerational workplaces can be a source of positive challenge,
opportunity, and significant growth if managed effectively.
Benefits of Multigenerational Teams

138
www.ipma.com.sg
How Does the Multi-Generational
Workforce Impact Employers?
HR professionals can play a strategic role by partnering with
their Business Leaders in meeting the needs of their
employees.
 Are there specific business units that have a higher percentage of baby
boomers set to retire in the next 10 years?
 What are some possible flexible work options that will simultaneously
attract all generations while encouraging Traditionalists and Boomers to
remain employed and play key roles in knowledge transfer, leadership
development, and mentoring of younger workers?
 How can Human Resources professionals coach managers to maximize
the performance of each generation?
 What specific tactics are HR professionals using to attract the ‗best and
brightest‘ of the Gen Y employees that might differ from strategies used
for other generations?

139
www.ipma.com.sg
Source: “‟Y‟ Are They Different” – A Study of Gen Y at Work, Their Views and How They are Viewed,
Published by GMP & Temasek Polytechnic, 2009
Leadership Characteristics
That Gen Y-ers Want Their
Leaders To Demonstrate
Leadership Characteristics
That Managers From The
Other Generations Believe In
Demonstrating To Gen Y-ers
1. Caring (54%) 1. Competent (54%)
2. Inspiring (45%) 2. Honest (32%)
3. Competent (44%) 3. Forward-looking (31%)
*Numbers in parentheses reflect percentage of respondents who selected this as a preferred strategy.
http://www.gmprecruit.com/resource_hub/..%5Cpdf%5CResourceHub%5Cgeny_press.
pdf
Leading Gen Y Employees

140
www.ipma.com.sg
Top Factors That Motivate Gen
Y To Stay In Organizations
Retention Strategies Most
Utilized By Organizations
1. Opportunities for Career
Advancement (63%)
1. Opportunities for Career
Advancement (43%)
2. Good Work-Life Harmony (41%) 2. Emphasis on Learning &
Development (37%)
3. Good Relationships (40%) 3. Good Compensation (24%)
*Numbers in parentheses reflect percentage of respondents who selected this as a preferred strategy.
Engaging Gen Y Employees

141
www.ipma.com.sg
 Calculate Your Current (and Future)
Investment in Gen Y:
 How many Gen Y employees does your
organisation currently have?
 What is the average compensation for
Gen Y employee at your organisation?
 Multiply the number of Gen Y employees x
Your average compensation.
 Can be seen as the risk your organisation
takes in assuming Gen Y will meet your
employment needs.
 The better managed this investment, the
lower the risk and the better return for all
involved.
Exercise: Managing the ROI on Gen Y?

142
www.ipma.com.sg
Source: http://www.youtube.com/watch?v=rDAdaaupMno

143
www.ipma.com.sg
Generation Z: The digital natives
Students today are all
“native speakers” of
the digital language of
computers, video games,
instantaneous
communication, and
the Internet.
Source: Marc Prensky, ―Digital Natives, Digital Immigrants‖ (2001)

144
www.ipma.com.sg
 The Linkster Generation (those born after 1995) is the one
just entering the workforce now. Like any other generation,
it brings its own mindset into the workforce.
 Linksters primarily work part-time while attending school.
 They are called Linksters because no other generation has
ever been so linked to each other and to the world through
technology. Their struggles in the work environment are
tied to their youth and inexperience.
 They are complete digital natives and cannot function
without communicating through social media.
 Desire for change, stimulation, learning and promotion that
will conflict with traditional organisational hierarchies.
Source: Generations, Inc., by Meagan Johnson and Larry Johnson. 2010, AMACOM.
Gen Z or The Linksters

145
www.ipma.com.sg
 Get them into a routine that they can master.
 Generation Z will be unlike Baby Boomers, who are often
loyal to a firm. They don‘t expect jobs for life and will move
onto the next job, similar to Generation Y.
 Managers of Generation Z employees will have to be
prepared to give regular feedback that tells them they are
making a difference to the organisation
 Development and work/life balance are more important than
financial reward, with both Gen Y & Z being committed to
their own personal learning and development.
Source: Edge Online Future of work - Employees 3.0: Managing Generation Z published on 28 August 2012
http://www.i-l-m.com/edge/managing_generation_Z.aspx
Managing Gen Z

146
www.ipma.com.sg
• Profitability/ROI
• Cost Optimisation
• Employee Turnover /
Retention
• Employee Satisfaction
• Employee Loyalty
• Policy on CSR, Sabbatical
• Rewards and Flexibility
• Culture, Espirit De Corps
• EQ Level & EI Competencies
• Servant Leadership/Level 5
• Leadership Styles
Organisational Results
Talent Engagement
Organisational Climate
Leadership Effectiveness
Customer Loyalty
• Customer Satisfaction
• Service Value/
Relationship
Bawany, S. (2011) ―Ways to achieve Organisational Success: Role of Leaders in Engaging the Multi-Generational Workforce” published by
Singapore Business Review, 1st November 2011. http://sbr.com.sg/hreducation/commentary/ways-achieve-incredible-organizational-success-0
Engaging Your Multi-Gen Talent

147
www.ipma.com.sg
Important Note: The purpose of the following short quiz is to
provide you with an application of Emotional Intelligence (EI).
The results you get from this quiz are NOT a comprehensive
picture of your EQ.
Group Exercise: EI Mini Quiz

148
www.ipma.com.sg
“Anyone can become angry – that is easy. But
to be angry with the right person, to the right
degree, at the right time, for the right purpose,
and in the right way – that is not easy.”
Aristotle in „Nicomachean Ethics‟

149
www.ipma.com.sg
Scenario 1. You are a Gen Y employee in a meeting when
a Baby-Boomer colleague takes credit for work that you
have done. What do you do?
A. Immediately and publicly confront the colleague over
the ownership of your work.
B. After the meeting, take the colleague aside and tell her
that you would appreciate in the future that she credits
you when speaking about your work.
C. Nothing, it's not a good idea to embarrass colleagues in
public.
D. After the colleague speaks, publicly thank her for
referencing your work and give the group more specific
detail about what you were trying to accomplish.
149

150
www.ipma.com.sg
Answer for Scenario 1 - The credit stealing colleague:
The most emotionally intelligent answer is D. By demonstrating an
awareness of work-place dynamics, and an ability to control your emotional
responses, publicly recognizing your own accomplishments in a non-
threatening manner, will disarm your colleague as well as puts you in a
better light with your manager and peers. Public confrontations can be
ineffective, are likely to cause your colleague to become defensive.
A. 0 Points – Immediately and publicly confront the colleague over the
ownership of your work.
B. 5 Points – After the meeting, take the colleague aside and tell her that
you would appreciate in the future that she credits you when speaking
about your work.
C. 0 Points – Nothing, it's not a good idea to embarrass colleagues in
public.
D. 10 Points – After the colleague speaks, publicly thank her for
referencing your work and give the group more specific detail about
what you were trying to accomplish.

151
www.ipma.com.sg
Scenario 2: You are a Gen X Manager in an organization
that is trying to encourage respect for racial and ethnic
diversity. You overheard a Gen Y employee telling both
sexist and racist jokes. What do you do?
A. Ignore it – the best way to deal with these things is not
to react.
B. Call the person into your office and explain that his
behavior is inappropriate and is ground for disciplinary
action if repeated.
C. Speak up on the spot, saying that such jokes are
inappropriate and will not be tolerated in your
organization.
D. Suggest to the person telling the joke he go through a
diversity training program.

152
www.ipma.com.sg
The most emotionally intelligent answer is C. The most effective way to
create an atmosphere that welcomes diversity is to make clear in public that
the social norms of your organization do not tolerate such expressions.
Confronting the behavior privately lets the individual know the behavior is
unacceptable, but does not communicate it to the team. Instead of trying to
change prejudices (a much harder task), keep people from acting on them.
A. 0 Points – Ignore it - the best way to deal with these things is not to
react.
B. 5 Points – Call the person into your office and explain that their
behavior is inappropriate and is grounds for disciplinary action if
repeated.
C. 10 Points – Speak up on the spot, saying that such jokes are
inappropriate and will not be tolerated in your organization.
D. 5 Points – Suggest to the person telling the joke he go through a
diversity training program.
Answer for Scenario 2 - The Racist Joke:

153
www.ipma.com.sg
Scenario 3. You are a Gen Y Manager and have recently
been assigned a Baby Boomer in your team, and have
noticed that he appears to be unable to make the simplest
of decisions without seeking advice from you. What do you
do?
A. Accept that he "does not have what it take to succeed around here"
and find others in your team to take on his tasks.
B. Get the Human Resource Manager to talk to him about where he
sees his future in the organization.
C. Purposely give him lots of complex decisions to make so that he will
become more confident in the role.
D. Engineer an ongoing series of challenging but manageable
experiences for him, and make yourself available to act as his mentor.

154
www.ipma.com.sg
The most emotionally intelligent answer is D. Managing multigenerational
employees requires high levels of emotional intelligence, particularly if you
are going to be successful in maximizing the performance of your team.
Often, this means that you need to tailor your approach to meets the specific
generational needs of the individual, and provide them with support to help
them grow in confidence.
A. 0 Points – Accept that he 'does not have what it take to succeed around
here' and find others in your team to take on his tasks
B. 5 Points – Get the Human Resource Manager to talk to him about where
he sees his future in the organization
C. 0 Points – Purposely give him lots of complex decisions to make so that
he will become more confident in the role
D. 10 Points – Engineer an ongoing series of challenging but manageable
experiences for him, and make yourself his mentor (reverse mentoring)
Answer for Scenario 3 - The indecisive Baby
Boomer Employee:

155
www.ipma.com.sg
Source: http://www.youtube.com/watch?v=fVHnug8H1MM

156
www.ipma.com.sg
 Communicate is key to inspire Commitment
 ―Opportunities for Career Advancement‖ and ―Good
Relationships‖ are key factors that motivate Gen Y-ers to
remain in organisations.
• Engage Gen Y through Coaching and develop Coaching
competency of managers to be comfortable and confident
in having conversations surrounding professional
development plans.
• Encourage constant feedback and show recognition for Y-
er‘s work contribution
• Team Work ‗Y‘ & Linksters (Gen Z) Style: Encourage staff
gatherings, social events and ‗mixers‘ with workmates
Recommendations

www.ipma.com.sg
SESSION 8:
SUMMARY & ACTION PLAN

158
www.ipma.com.sg
Organization
Analysis
-Job descriptions
-Job spesifications
Assessing the Emloyees
A B C D
Potential
Candidates
Performance
Evaluation
Buss. Results
Personal
Development
Activities
Talent
Review
Committees
Potancial
Candidates
and
Succession
Lists
Approval
of the
Lists
Analysis
Assessment
DevelopmentTalent
Development
Programs
January - April May-June July onwards......
Summary: Talent Management Process

159
www.ipma.com.sg
Summary : Best Practices on TM
 For leading global organisations, both HR and business leaders
recognize that talent is a critical driver of business performance. It
comes as no surprise then that talent management practices are
often cited as a key strategic priority.
No strategy can be effective without the support of senior
leadership and talent management is certainly no exception.
Achieving sustainable organizational performance through the
development of a capable workforce lies at the very heart of talent
management.
The ability to develop next generation of leaders who can
effectively face tomorrow‘s global business challenges is critical to
an organization‘s success. But it won‘t be easy. You need to invest
in it!

160
www.ipma.com.sg
Specific Goal
Measurement When I achieve this goal, I will know I am successful because:
Other people will notice the following difference(s):
Actions What action will I take? What will I do differently?
Reality Check Is this goal achievable?
Why is this goal important?”
What resource(s) do I need? Funding? Support?
Timeline When will I start?
When do I expect to meet my goal?
Creating a SMART Development Plan

161
www.ipma.com.sg
http://www.youtube.com/watch?v=03o1JZ7c7gI
Video: Make Makes a Great Leader?

162
www.ipma.com.sg
If you do tomorrow what you did yesterday
Your Future is History……………
If you do tomorrow what we’ve covered today
Your Future is Historic!!!
Final Thoughts

163
www.ipma.com.sg
Prof Sattar Bawany
CEO, Centre for Executive Education &
Email: sattar.bawany@ipma.com.sg
LinkedIn: www.linkedin.com/in/bawany
Facebook: www.facebook.com/ipma.singapore
Twitter: www.twitter.com/sattarbawany
Skype: sattar.bawany
Keeping in Touch on Social Media

Cee trueventus workshop on winning the war for talent 22-23 january 2013 final

Recommandé

Recommandé

Contenu connexe

Tendances

Tendances (19)

En vedette

En vedette (7)

Similaire à Cee trueventus workshop on winning the war for talent 22-23 january 2013 final

Similaire à Cee trueventus workshop on winning the war for talent 22-23 january 2013 final (20)

Plus de Centre for Executive Education

Plus de Centre for Executive Education (20)

Dernier

Dernier (20)

Cee trueventus workshop on winning the war for talent 22-23 january 2013 final