Developing Talent

Developing Talent in Racially Diverse Workplaces:

A South African Perspective

Nischal Srikais Khandai

World HRD CongressMumbai, India

February 2009

Talent Development - Setting the Framework

WhatWhat is it? We explore the is it? We explore the definition.definition.

WhyWhy the need?the need?1. Generic Need

2. Affirmative Action need

WhatWhat can be done to develop talent?can be done to develop talent? How?How? We explore recommendations. We explore recommendations.

What is Talent Development?

It is a It is a FocusFocus involving the identification and development involving the identification and development of a pool of high performing individuals to fill key roles of a pool of high performing individuals to fill key roles or to lead in key strategic roles if already filled.or to lead in key strategic roles if already filled.

DevelopmentDevelopment looks at the individual as a whole. It does not looks at the individual as a whole. It does not focus on the individual’s current job but is concerned with focus on the individual’s current job but is concerned with preparing the individual for a future role or a more senior preparing the individual for a future role or a more senior role.role.

In In South AfricaSouth Africa it is intended that organisations meet their it is intended that organisations meet their employment equity aspirations, as well as motivate and employment equity aspirations, as well as motivate and develop people with the aptitude and abilities to meet develop people with the aptitude and abilities to meet current and future needs.current and future needs.

Why Develop Talent?

1.1. Manpower planning;Manpower planning;

2.2. Succession planning;Succession planning;

3.3. Transformation in South African industries;Transformation in South African industries;

4.4. Creation of a representative and diverse Creation of a representative and diverse workforce;workforce;

5.5. Address issues of past discrimination;Address issues of past discrimination;

6.6. Reduce attrition rate;Reduce attrition rate;

7.7. Retain talent for growth and competitive Retain talent for growth and competitive advantage.advantage.

Challenges Facing South African Organisations

1.1. Double digit attrition, e.g. in the Banking Sector;Double digit attrition, e.g. in the Banking Sector;

2.2. Talent circulating within the same sectors;Talent circulating within the same sectors;

3.3. Lack of new talent, or insufficient supply;Lack of new talent, or insufficient supply;

4.4. Employee dissatisfaction;Employee dissatisfaction;

5.5. High direct and indirect cost of recruiting new High direct and indirect cost of recruiting new talent;talent;

6.6. Loss of productivity;Loss of productivity;

7.7. Little or no recognition of employees.Little or no recognition of employees.

South Africa: Skills Shortage

Skills shortageSkills shortage

Fewer graduates, Fewer graduates, greater demand greater demand

for skillsfor skillsGrowth in Growth in economyeconomy

Compliance Compliance with Labour with Labour LegislationLegislation

What Factors are Retaining Employees?

Top 10 reasons cited by 16 000 respondents to an on-Top 10 reasons cited by 16 000 respondents to an on-lineline

survey conducted by Career Systems International:survey conducted by Career Systems International:

1.1. Exciting and challenging work.Exciting and challenging work.2.2. Career growth – learning and development.Career growth – learning and development.3.3. Working with good people.Working with good people.4.4. Fair pay.Fair pay.5.5. Supportive management.Supportive management.6.6. Recognition, value and respect.Recognition, value and respect.7.7. Company benefits.Company benefits.8.8. Meaningful work and making a difference.Meaningful work and making a difference.9.9. Pride in the organisation and its products.Pride in the organisation and its products.10.10. Great work environment and culture.Great work environment and culture.

Research: South African Context (Source: Deloitte Management Survey, April 2008)

1.1. A feeling of exclusion and marginality: the company or A feeling of exclusion and marginality: the company or department culture is perceived as exclusive and non-department culture is perceived as exclusive and non-supportive and the perception exists that diversity is supportive and the perception exists that diversity is poorly managed;poorly managed;

2.2. A lack of clear individual development opportunities or A lack of clear individual development opportunities or career paths;career paths;

3.3. Management style.Management style.

NoteNote:: Lack of career advancement, management style and Lack of career advancement, management style and issues issues around organisational culture and the around organisational culture and the management of diversity management of diversity account for 68% vs. 15% account for 68% vs. 15% remuneration as the reasons for remuneration as the reasons for resignations.resignations.

Turnover and Retention study in South African Turnover and Retention study in South African companies, amongst Managers and Professionals, companies, amongst Managers and Professionals, found three dominant reasons for voluntary found three dominant reasons for voluntary resignation amongst both Blacks and Whites:resignation amongst both Blacks and Whites:

Employee Satisfaction(Source: BANKSETA 2008)

Value based Leadership

Role clarity

Right tools

Reward and Recognition

How and W hy they contribute

Feedback

Empow

erment

Employee job

fit

Coaching

8.5

8.0

7.5

7.0

6.5

Categories

Mea

n

Em ployee O pinion Survey

Remuneration and Rewards

Poor EmployeeJob fit

Lack of Coaching

10

25

20

15

10

5

0

Reason

Percen

tage

s

Reason for leaving current job

Reasons For Leaving Current Job (Source: BANKSETA 2008)

24%, No career opportunity

within company

A.What are organisations

doing or should be doing?

B.What should individuals

be doing?

Developing Talent

Developing Talent:Generic

Application

Developing Talent:

Affirmative Action measures

What is Affirmative Action and Diversity?

Affirmative ActionAffirmative Action

Proactive efforts: Recruit, train and promote. Focus on previously excluded or currently under-represented people. Rooted in Employment Equity Legislation. Remedial in nature. Focus on Black people/women. Reflects demographics. Equal employment opportunity should be based on merit.

DiversityDiversity

Result of Affirmative Action. Focus on current employees: - Visible and invisible differences.

Managing DiversityManaging Diversity

Rooted in efforts to benefit the organisation. Strategic. Inclusive. Aimed at behaviour and organisational culture.

Legislation - Governing Affirmative Action (AA) in South Africa

1.1. Constitution of South Africa;Constitution of South Africa;

2.2. Employment Equity Act;Employment Equity Act;

3.3. Skills Development Act;Skills Development Act;

4.4. Skills Development Levies Act;Skills Development Levies Act;

5.5. Promotion of Equality & Prevention of Unfair Promotion of Equality & Prevention of Unfair Discrimination Act;Discrimination Act;

6.6. Financial Sector Charter Guidelines;Financial Sector Charter Guidelines;

7.7. Broad-Based Black Economic Empowerment Codes.Broad-Based Black Economic Empowerment Codes.

Objective: To ensure equitable and racially diverse workforcesObjective: To ensure equitable and racially diverse workforces

Employment Equity Act

1. Eliminate unfair discrimination in HR Policies and Practices in the workplace

2. Design and implement Affirmative Action measures to achieve equitable representation

WhatWhatdoes itdoes itattemptattempt

totoachieve?achieve?

Employment Equity Act

1.1. Consult with their Consult with their employees;employees;

2.2. Prepare Employment Prepare Employment Equity Plans;Equity Plans;

3.3. Establish Employment Establish Employment Equity Committees;Equity Committees;

4.4. Report to Government on Report to Government on progress made;progress made;

5.5. Identify and eliminate Identify and eliminate employment barriers;employment barriers;

6.6. Promote diversity;Promote diversity;7.7. Attract, retain and Attract, retain and

develop affirmative develop affirmative action employees;action employees;

8.8. Establish workplace Establish workplace representation via representation via demographics.demographics.

Places legal duties on Places legal duties on Organisations to:Organisations to:

Talent Development: Where does it fit?

I am attracted by the Brand. I am selected as the

right candidate.

I accept the offer of em ploym ent based on the m utual expectancy of productivity

I engage in Orientation and Induction to build loyalty and com m itm ent

I undergo the necessary learning to acquire the needed skills and tools

I develop through productive relationships clear career paths and a future orientation

I give back via M entorship and guidance

I disengage with m aintaining the reputation of the Co. by providing key feedback HIRE FOR

POSITION

HIRE TO START

FIRST 2 TO 4 W EEKS

2 W EEKS TO 6 M ONTHS

6 M ONTHS TO 24 M ONTHS

24 M ONTHS TO DIS-ENG AGEM ENT

DISENG AG EM ENT TO DEPARTURE

ADVERTISE FOR POSITION

Talent Priorities

1.1. ENGAGE:ENGAGE: The talent you have to perform at their highest levels.

2. BUILD:2. BUILD: The talent you need to execute your strategic and operational plans.

3. LEVERAGE:3. LEVERAGE: The talent within the organisation to put the best people working on the great opportunities.

4. RETAIN:4. RETAIN: The talent you need to support your organisational strategy.

5. ATTRACT:5. ATTRACT: The talent required to excel long-term.

Employee Engagement

WHY?

Is there a need for employee Is there a need for employee engagement?engagement?

It is the productive use of one’s It is the productive use of one’s talents and ideas and it has a positive talents and ideas and it has a positive and strong emotional connection with and strong emotional connection with one’s work.one’s work.

DEFINITIONDEFINITION

WHY?WHY?

Employee Engagement (cont…)

1.1. Engagement impacts what employees do on-the-job and Engagement impacts what employees do on-the-job and the results they achieve.the results they achieve.

2.2. Allow employees (talent) to feel like “true owners” Allow employees (talent) to feel like “true owners” of their processes.of their processes.

3.3. Allow innovation and new ideas to flow – a total Allow innovation and new ideas to flow – a total “psychological presence”.“psychological presence”.

4.4. Pilot where feasible.Pilot where feasible.5.5. Engage in consultative management.Engage in consultative management.6.6. Consistent communication Consistent communication and feedback.and feedback.

I feel listened to.I feel listened to.I feel you are interested I feel you are interested in me.in me.I feel you have helped me I feel you have helped me focus.focus.

I feel encouragedI feel encouraged..Source: American Psychiatric Source: American Psychiatric

Association GuidelineAssociation Guideline

Why the special need to focus on Employee Engagement in South Why the special need to focus on Employee Engagement in South Africa?Africa?

The feeling of appreciation and inclusion in the The feeling of appreciation and inclusion in the decision-making process amongst:decision-making process amongst:

racial minorities;racial minorities; previously disadvantaged females;previously disadvantaged females; historically disadvantaged employees historically disadvantaged employees

(African employees);(African employees); crossing the divide of language barriers in crossing the divide of language barriers in

the workplace.the workplace.

Resulting in trust, respect and a level of comfort Resulting in trust, respect and a level of comfort towards the organisation.towards the organisation.

Employee Engagement (cont…)

Learning is rarely Learning is rarely experienced without emotionexperienced without emotion

(Stephen Brookfield)(Stephen Brookfield)

The Six Disciplines of Learning

Six Six DisciplinDisciplin

eses

1. DEFINE OUTCOMES1. DEFINE OUTCOMES

6. DOCUMENT 6. DOCUMENT RESULTSRESULTS

5. DEPLOY5. DEPLOY

2. DESIGN2. DESIGN

3. DELIVER3. DELIVER

4. DRIVE4. DRIVE

Talent Development

EXPERIENCE – BASED LEARNINGEXPERIENCE – BASED LEARNING1.1. Projects and AssignmentsProjects and Assignments2.2. CommitteesCommittees

EDUCATION - BASED LEARNINGEDUCATION - BASED LEARNING1.1. Courses and SeminarsCourses and Seminars

RELATIONSHIP - BASED LEARNINGRELATIONSHIP - BASED LEARNING1.1. Managers and ColleaguesManagers and Colleagues2.2. Mentors and CoachesMentors and Coaches

All of the above must be formalised in Career All of the above must be formalised in Career Development Discussions resulting in development Development Discussions resulting in development plans with proposed timelines.plans with proposed timelines.

When Developing Talent

Conduct a Training Needs Analysis (TNA) at three distinct Conduct a Training Needs Analysis (TNA) at three distinct levels:levels:

1.1. The organisational levelThe organisational level: consider the organisation’s : consider the organisation’s strategic objectives. How will they fulfill these strategic objectives. How will they fulfill these objectives? Ascertain levels or range of existing objectives? Ascertain levels or range of existing individual competencies – compared with the performance individual competencies – compared with the performance requirements derived from the strategic objectives.requirements derived from the strategic objectives.

2.2. Work role levelWork role level: some specialisation of the work roles.: some specialisation of the work roles.

3.3. Individual levelIndividual level: according to each person’s skills : according to each person’s skills profile.profile.

Methods on Training Needs and Priorities

Isolate into skill base;Isolate into skill base; Use individual questionnaires with small groups or Use individual questionnaires with small groups or

questionnaire surveys with larger groups;questionnaire surveys with larger groups; Gap analysis: determine the size of the gap between the Gap analysis: determine the size of the gap between the

desired level of performance and the actual level. The desired level of performance and the actual level. The greater the disparity between the two, the higher priority greater the disparity between the two, the higher priority should be allocated to the training in the area in should be allocated to the training in the area in question.question.

Ascertain the training content: Ascertain the training content: Break the content into components;Break the content into components; Use the Hierarchical Task Analysis (HTA) which begins by Use the Hierarchical Task Analysis (HTA) which begins by

describing the main operations involved in the tasks;describing the main operations involved in the tasks; It involves dissecting the task into smaller units of It involves dissecting the task into smaller units of

behaviour in a hierarchical fashion.behaviour in a hierarchical fashion. The more a task is broken down into fine detail the more The more a task is broken down into fine detail the more

the training can be focused on those particular aspects of the training can be focused on those particular aspects of the tasks.the tasks.

Methods of Employee Development

1.1. Development CentresDevelopment Centres: : in which individuals in which individuals are given a are given a series of tests and exercises series of tests and exercises designed to assess competencies.designed to assess competencies.

2.2. Self DevelopmentSelf Development: : use of SWOT analysis.use of SWOT analysis.

3.3. The Learning ContractThe Learning Contract: : usually a Personal usually a Personal Development Development Plan.Plan.

4.4. Planned Work ExperiencePlanned Work Experience:: this is on the job this is on the job development development activity, planned and systematic. activity, planned and systematic.

5.5. Action LearningAction Learning: : where managers learn a great deal where managers learn a great deal through problem solving. through problem solving.

6.6. Coaching and MentoringCoaching and Mentoring: : one of the hallmarks of a one of the hallmarks of a good good manager is the extent to which manager is the extent to which he/she adopts he/she adopts an active coaching an active coaching role as an aid to management role as an aid to management development. development.

7.7. Development for Development for EmploymentEmployment: : the notion here is to provide the the notion here is to provide the employee with a wide range of employee with a wide range of transferable skills transferable skills which would which would enhance the person’s marketability enhance the person’s marketability as as a means of motivation. a means of motivation.

Methods of Employee Development (cont…)

When Developing Talent: Consider

The The Types of LearnersTypes of Learners – identified by HONEY and MUMFORD IN 1989: – identified by HONEY and MUMFORD IN 1989:

1.1. ActivistsActivists: : where the person learns by doing. where the person learns by doing.

2.2. ReflectorsReflectors:: prefer to learn by observing and listening prefer to learn by observing and listening and and analyzing rather than by doing. analyzing rather than by doing.

3.3. TheoristsTheorists: : are good at constructing theories and are good at constructing theories and concepts concepts based on analysis and evaluation of based on analysis and evaluation of information.information.

4.4. PragmatistsPragmatists: : are characterized by their desire to apply are characterized by their desire to apply what what they have learnt to real world situations. they have learnt to real world situations. They They do not respond well to concepts and do not respond well to concepts and theories which theories which have little direct practical have little direct practical application.application.

Use of Informal Training

Analyze the informal training opportunities in your organisationAnalyze the informal training opportunities in your organisation

New Learning Environments:New Learning Environments: IntranetIntranet InternetInternet CD / DVD / etc.CD / DVD / etc.

What is What is it?it?

Every form of knowledge transfer, as a Every form of knowledge transfer, as a normal part of day-to-day work, non normal part of day-to-day work, non systematic and non-goal oriented;systematic and non-goal oriented;

Creation of small units of knowledge Creation of small units of knowledge to be used in a just-in-time learning to be used in a just-in-time learning perspective;perspective;

Captures tacit knowledge in the Captures tacit knowledge in the organisation making it available to organisation making it available to every staff member.every staff member.

Network Learning

1.1. Organise and facilitate structured network Organise and facilitate structured network initiatives;initiatives;

2.2. Create an atmosphere of confidence and encourage your Create an atmosphere of confidence and encourage your talent to share knowledge acquired through success talent to share knowledge acquired through success and challenges;and challenges;

3.3. Apply a more interactive approach to learning.Apply a more interactive approach to learning.

OBJECTIVESOBJECTIVES

Develop Managers

ImprovePerformance

Remove Artificial

Barriers

Activate Knowledge

1.1. Inter-departmental focus groups;Inter-departmental focus groups;2.2. Inter-disciplinary work sessions;Inter-disciplinary work sessions;3.3. Professional affiliations and Professional affiliations and

seminars;seminars;4.4. Industry / sector sharing.Industry / sector sharing.

Network Learning (cont…)

HOW?HOW?

MUSTMUST

1.1. Be organisationally driven;Be organisationally driven;2.2. Be structured;Be structured;3.3. Have timelines;Have timelines;4.4. Have desired outcomes;Have desired outcomes;5.5. Be facilitated by the Be facilitated by the

learning centre.learning centre.

Internship ProgrammesApplicable to Affirmative Action OutcomesApplicable to Affirmative Action Outcomes

To identify candidates in the organisation through To identify candidates in the organisation through career pathcareer path

development.development.

5-7 years work experience;5-7 years work experience; placement is division-specific;placement is division-specific; to drive transformation at an accelerated rate;to drive transformation at an accelerated rate; pool of candidates for succession planning and future pool of candidates for succession planning and future

executive positions;executive positions; gain exposure and insight to all general management and gain exposure and insight to all general management and

specialist functions.specialist functions.

Three suggested entry points:Three suggested entry points:

1.1.Senior Experienced Candidate ProgrammeSenior Experienced Candidate Programme

to identify, recruit and fast track graduated and experienced to identify, recruit and fast track graduated and experienced (3-5 years) talent to accelerate transformation;(3-5 years) talent to accelerate transformation;

place candidates in meaningful roles immediately or within 12 place candidates in meaningful roles immediately or within 12 months of commencement of the programme;months of commencement of the programme;

exposure to all functional departments;exposure to all functional departments; gain general management and specialist skills;gain general management and specialist skills; tap into educational opportunities that offer new courses tap into educational opportunities that offer new courses

coupled with academic theory and management expertise on a coupled with academic theory and management expertise on a project basis;project basis;

partner with local university or business school to accredit partner with local university or business school to accredit academic modules and assist to facilitate mentorship academic modules and assist to facilitate mentorship programme;programme;

programme is sponsored by Executives responsible for programme is sponsored by Executives responsible for recruitment and succession planning;recruitment and succession planning;

the HR Practitioner and direct Supervisor is responsible for the HR Practitioner and direct Supervisor is responsible for the management of the designated individual through their the management of the designated individual through their programmes.programmes.

Internship Programmes (cont…)2.2.

Graduate Experienced Candidate Graduate Experienced Candidate ProgrammeProgramme

usually funded by industry sector training authorities, e.g. usually funded by industry sector training authorities, e.g. BANKSETA in the South African Banking / Financial Sector;BANKSETA in the South African Banking / Financial Sector;

companies recruit these candidates from the specific sector companies recruit these candidates from the specific sector training authority who fund and train candidates;training authority who fund and train candidates;

once hired, candidates need to be placed on career paths to once hired, candidates need to be placed on career paths to gain their specific work knowledge;gain their specific work knowledge;

these programmes must be formally structured with a these programmes must be formally structured with a designated programme co-ordinator employed by the designated programme co-ordinator employed by the organisation;organisation;

mentors are also appointed here;mentors are also appointed here; specific project assignments with ongoing feedback and specific project assignments with ongoing feedback and

evaluations.evaluations.

Internship Programmes (cont…)3.3.

Matriculants and Learnership ProgrammesMatriculants and Learnership Programmes

How has the Government of South Africa Intervened?The Introduction of Learnerships:

A Learnership is defined as a work-based route for A Learnership is defined as a work-based route for learning and gaining qualifications. It includes learning and gaining qualifications. It includes both structured work experience (practical) and both structured work experience (practical) and structured institutional learning (theory). Has structured institutional learning (theory). Has both on-the-job and academic components.both on-the-job and academic components.

It does offer a very specific work-orientated method It does offer a very specific work-orientated method for young people – especially from previously for young people – especially from previously disadvantaged background – to acquire qualifications disadvantaged background – to acquire qualifications as well as preparation for the workplace.as well as preparation for the workplace.

Managed by BANKSETA: i.e. Managed by BANKSETA: i.e. Banking Sector Education Training Banking Sector Education Training AuthorityAuthority

Talent Development: Affirmative Action

New AA ManagerNew AA ManagerAffirmative ActionAffirmative Action

Exiting Manager

Executive ManagerExecutive Manager

New AA ManagerProcess : Develop & Mentor

New AA Manager

Executive ManagerExecutive Manager

totoPr

ocess

: Monito

r and

Review

1.1. Sign separation Sign separation agreement with exiting agreement with exiting Manager;Manager;

2.2. Exiting Manager to Exiting Manager to mentor new AA Manager, mentor new AA Manager, while employed by while employed by organisation after organisation after exit, for 6 – 12 exit, for 6 – 12 months;months;

3.3. To be incentivised both To be incentivised both internally & internally & externally;externally;

4.4. External incentive to External incentive to be based on success of be based on success of AA development;AA development;

5.5. Executive to monitor Executive to monitor progress – included in progress – included in Performance Contract.Performance Contract.

Planning Your Learning Journey

STEP 1:STEP 1: STEP 3:STEP 3: STEP 4:STEP 4: STEP 2:STEP 2:

Identify CareerCompetencies

Working with people;

IT skills; Financial

skills; Customer

interface.

Check AgainstCritical Skills

Business processes;

Specific financial skills.

Assess Individual

Skills Gaps

Working with people;

End-to-end processing skills.

Plan to fill Skills

Gap

Select type of learning;

Research qualifications.

What Can Affirmative Action Candidates Do?

Form a Voluntary Association for Affirmative Action similar to Form a Voluntary Association for Affirmative Action similar to the American Association for Affirmative Action (est. in 1974)the American Association for Affirmative Action (est. in 1974)

An Association of professionals managing affirmative action, An Association of professionals managing affirmative action, equal opportunity, diversity and other HR programmes.equal opportunity, diversity and other HR programmes.

On a non-profit basis, assist members to be more successful and On a non-profit basis, assist members to be more successful and productive in their careers.productive in their careers.

Promote understanding and to enhance access and equality in Promote understanding and to enhance access and equality in employment, economic and educational opportunities.employment, economic and educational opportunities.

Identify and remove employment barriers to entry, promotion and Identify and remove employment barriers to entry, promotion and sustainability.sustainability.

To sponsor and conduct research in education and training To sponsor and conduct research in education and training programmes for individual members and organisations.programmes for individual members and organisations.

Talent Development Process

1. Retention of Top Talent

2. Leadership Building a culture of leadership aligned to the business model and strategy3. Performance Management Building high performance3.

Performance Management

4. High Potential Development

4. High Potential Development Developing high potential

5. Creation of succession pools

6. Employment Equity

5. Creation of Succession Pools Building talent across organisation: Future jobs, 2-5 years

1. Retention Retention of top talent, emerging potential and valued specialist

Talent

Manage

m en t

Pillar

s

6. Employment Equity Managing targets using top-down and bottom-up approach

2. Leadership Development

OrganisationOrganisation

The right The right talent talent

pipeline to pipeline to meet business meet business

needsneeds

IndividualIndividual

People People managing their managing their

careerscareers

Talent DevelopmentTalent Development

Through quality Through quality assessment and assessment and

meaningful meaningful conversations, conversations, individuals individuals

understand how they understand how they are viewed and how are viewed and how they fit into the they fit into the

organisationorganisation

Selection and Development

Performance Management

Reward and Recognition

Organisational Development

Human Resource ProcessHuman Resource Process

Recommendations of Talent Development

Jointly with HR consolidate plans for business areas

Focus on grooming their next successors Nominate and identify talent within agreed

timeframes Review talent and complete talent templates

for employees in own business structure.

Individual takes responsibility for indicating aspirations and interests

Develop and apply competence Solve business problems

Communicate initiatives through Managers

Provide ongoing support to divisions during implementation

Assist divisions with the development of talent action plans

Assist with programme deliverables

Feedback to HR for improvement and sustainability

Liaise with process owners

Develop and manage Talent framework

Co-ordinate programme

Compile Talent Report

Design development interventions

OrganisationOrganisation

IndividualIndividual ManagementManagement

Talent Talent DevelopmentDevelopment

HR: Talent Development

HR Practitioners

Talent Development – Roles and Responsibilities

Talent Analysis

Talent Review

Talent Development & Deployment

Management recommend talent to

Directors or Executive Committee

Inform the proposed

candidate.

HR to prepare profile documents for each candidate

including performance reports and

motivation

CEO, HR Executive with final

accountability to review

submissions and approve value propositions

HR Executive prepares a report outlining final top talent and

potential talent participating in the programme

HR implements value proposition,

works out development plans

for potential talent. Skills

transfer programme is developed

Potential talent are assessed for

development purposes. HR to facilitate by identifying appropriate

assessment tool

Managers to identify top talent and potential high flyers (possible

successors)

Talent informed by the Executive accountable (amount of information conveyed is controlled)

Director and Executive manage development of

talent including continuous

assessment of their programme

Talent Identification

Determining Succession

Needs

HR to develop the guidelines,

process framework and supporting

forms

Talent Development – Roadmap

Some additional Some additional PointersPointers to to be considered when be considered when developing talent:developing talent:

When Appointing:

Be it for a new appointee, succession or promotion, Be it for a new appointee, succession or promotion, consider consider Personality TypesPersonality Types::

PERSONALITY TYPES: PERSONALITY TYPES: tend to reflect both what a tend to reflect both what a person will person will enjoy and also what he enjoy and also what he will be good at.will be good at.

Examples includeExamples include: : Investigative;Investigative; Artistic;Artistic; Social;Social; Enterprising;Enterprising; Conventional, rules and Conventional, rules and

procedures oriented – highly procedures oriented – highly administrative.administrative.

Consider Career Stages

GREENHAUS AND CALLANAN’S (1993) PROPOSED A FIVEGREENHAUS AND CALLANAN’S (1993) PROPOSED A FIVESTAGE MODEL OF CAREERS:STAGE MODEL OF CAREERS:

1.1. Occupational ChoiceOccupational Choice: the explorative phase up to the : the explorative phase up to the age of around 25.age of around 25.

2.2. Organisational EntryOrganisational Entry: what kind of work and which type : what kind of work and which type of organisation. This is usually an uncertain period.of organisation. This is usually an uncertain period.

3.3. Early CareerEarly Career: usually ages between 25 – 40 years. : usually ages between 25 – 40 years. Learns about the organisational culture. This is a Learns about the organisational culture. This is a period of achievement, where the individual develops period of achievement, where the individual develops various organisational competencies. Assistance with various organisational competencies. Assistance with career management is important here.career management is important here.

Career Stages (cont…)

4.4. Mid-careerMid-career: ages 40-55. While for some this is a : ages 40-55. While for some this is a time of continued advancement, for others their time of continued advancement, for others their career will plateau, with little prospect of career will plateau, with little prospect of further promotion. Major challenge for career further promotion. Major challenge for career management and development.management and development.

5.5. Late CareerLate Career: after 55. Career plateau effects : after 55. Career plateau effects will be experienced even more. Performance is will be experienced even more. Performance is likely to be an even greater challenge for likely to be an even greater challenge for organisations. Look at inherent deficits due to organisations. Look at inherent deficits due to ageing – low motivation, etc.ageing – low motivation, etc.

Career Anchors

Relating to experience and Relating to experience and development. This development. This consists of self-consists of self- perceived abilities, motives, perceived abilities, motives, attitudes attitudes and values. According to Schein’s and values. According to Schein’s theory when individuals make theory when individuals make occupational occupational choices they do so in choices they do so in accordance with their accordance with their dominant dominant career anchor. The knowledge of a career anchor. The knowledge of a person’s career anchor can be a person’s career anchor can be a useful aid to useful aid to career decision making. career decision making.

Schein’s TheorySchein’s Theory of Career Anchors:of Career Anchors:

Career Anchors Include:

1.1. Technical or Functional Competence;Technical or Functional Competence;

2.2. Managerial Competence;Managerial Competence;

3.3. Security;Security;

4.4. Creativity – an entrepreneur;Creativity – an entrepreneur;

5.5. Autonomy;Autonomy;

6.6. Pure Challenge;Pure Challenge;

7.7. Dedication – values are of paramount importance;Dedication – values are of paramount importance;

8.8. Life-style integration – equilibrium between work and Life-style integration – equilibrium between work and non-work activities, so that a balanced life-style is non-work activities, so that a balanced life-style is maintained.maintained.

What Tools Can We Use?

1.1. Assessments;Assessments;

2.2. Questionnaires;Questionnaires;

3.3. Observation;Observation;

4.4. One-on-one interviews;One-on-one interviews;

5.5. Group interviews;Group interviews;

6.6. Brainstorming with experts;Brainstorming with experts;

7.7. Work participation: actual work done by analyst;Work participation: actual work done by analyst;

8.8. Work diaries;Work diaries;

9.9. Critical incidents: description of specific Critical incidents: description of specific behavioural events.behavioural events.

Reference Websites

Career Information, Assessment Technologies - Services: Career Information, Assessment Technologies - Services: www.careers.co.za MAPP Assessment, USA: MAPP Assessment, USA: www.assessment.com Personality 100, USA: Personality 100, USA: www.personality100.com The Princeton Review, USA: The Princeton Review, USA: www.princetonreview.com BANKSETA: BANKSETA: www.bankseta.org.za Career Development, Career Development, www.ched.uct.ac.za Career Orientation Inventory, Red Point Coaching: Career Orientation Inventory, Red Point Coaching: www.redpointcoaching.com Council for Higher Education, South Africa: Council for Higher Education, South Africa: www.che.org.za Creating your Career Path, Ready minds: Creating your Career Path, Ready minds: www.princetonreview.com Managing your career, Career Orientation: Managing your career, Career Orientation: www.ched.uct.ac.za US Department of Labor, Bureau of Labor Statistics: US Department of Labor, Bureau of Labor Statistics: www.bls.gov

References and Notes

1.1. BANKSETA International Conferences: 2006 and 2008BANKSETA International Conferences: 2006 and 20082.2. ASTD International Conference, Atlanta, USA, 2007ASTD International Conference, Atlanta, USA, 20073.3. BANKSETA – ASTD Work study, USA 2007BANKSETA – ASTD Work study, USA 20074.4. BANKSETA – International Program, Canada, 2008BANKSETA – International Program, Canada, 20085.5. Banking Association of South Africa, HR Committee Participation Banking Association of South Africa, HR Committee Participation

SessionsSessions6.6. Asia Pacific HRM Congress, Mumbai, India, 2008Asia Pacific HRM Congress, Mumbai, India, 20087.7. Financial Sector Charter Council: Annual Review, 2006Financial Sector Charter Council: Annual Review, 20068.8. The American Association for Affirmative ActionThe American Association for Affirmative Action9.9. HR Future Publications: 2005 to 2008HR Future Publications: 2005 to 200810.10. Standard Bank Graduate ProgramStandard Bank Graduate Program11.11. Literature Surveys: USA,UK, Canada, Singapore, Malaysia & IndiaLiterature Surveys: USA,UK, Canada, Singapore, Malaysia & India

References and Notes (cont…)

12.12. First Rand Bank: Remuneration PolicyFirst Rand Bank: Remuneration Policy13.13. African Bank: Employment Equity Framework, 2008African Bank: Employment Equity Framework, 200814.14. African Bank: Draft Talent Management PhilosophyAfrican Bank: Draft Talent Management Philosophy15.15. Deloitte & Touché Multi-cultural Development ProgrammeDeloitte & Touché Multi-cultural Development Programme16.16. Department of Trade and Industry of South Africa: DTIDepartment of Trade and Industry of South Africa: DTI17.17. South African Best Companies to Work for Surveys: 2002 to 2007South African Best Companies to Work for Surveys: 2002 to 200718.18. Employment Equity Commission of South Africa: Annual ReportsEmployment Equity Commission of South Africa: Annual Reports19.19. Sanlam Insurance (South Africa): Employment Equity PhilosophySanlam Insurance (South Africa): Employment Equity Philosophy20.20. Shell (Southern Africa): Empowering its peopleShell (Southern Africa): Empowering its people21.21. McCarthy Motor Holdings: South Africa – Review on People PracticesMcCarthy Motor Holdings: South Africa – Review on People Practices22.22. International Labour Organisation (ILO): First Global Report on International Labour Organisation (ILO): First Global Report on

Discrimination: 2003Discrimination: 2003

Thank youThank you