The Future: Succession Planning, Competencies and Staff Development. Session Objectives. Succession Planning

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1 The Future: Succession Planning, Competencies and Staff Development Amy R. Hurd, Ph.D., CPRP Illinois State University Cindy A. Curtis, CPRP Director City of Virginia Beach Session Objectives Identify succession planning needs and processes to implement succession plans into your agency Understand and discuss competency progression from entry level practitioners to CEOs Examine your own agency and/or profession to determine the viability of successful staff development programs Walk away with 3 5 good ideas you can put to work Succession Planning Identifying and preparing suitable employees through training and mentoring to assume key positions within the organization. Systematically designed to ensure continued effective performance in the future Match current talent to future needed talent Right people in the right place at the right time to do the right things

2 Succession Planning Succession Plans Long term: months Focus on future leadership Develops leaders capable of filling multiple assignments Replacement Plans Short term: 0 12 months Focus on immediate needs Develops back up staff for key positions The Situation The Boomer Effect 82.8 million boomers , 78 million ready for retirement Doesn t account for death, illness, major life changes 60% of all companies don t know what they are going to do about this The Situation Why people leave? 53% seek better compensation and benefits. 35% cited dissatisfaction with potential career development. 32% said they were ready for a new experience.

3 Why Isn t Succession Planning More Common? Time consuming Important, but not urgent No immediate results Resistance from managers and directors (threatened) Political instability Mentality that employees are short term Why Succession Planning SHOULD be a Common Practice Leaders/potential leaders want to work for quality organizations basic systems theory Provides an opportunity to identify potential leaders and groom them for advancement Helps the organization prepare for the future Encourages employee satisfaction and retention Organization can effectively function during a search Assures continuity and a strong organization Succession Planning Steps Step 1 Understand Development Needs Step 2 Assess Job Demands & Performance Step 3 Build the Talent Pool Step 4 Facilitate Development Opportunities

4 Step 1- Understand Development Needs Map out competencies of organization Assess organizational & individual competency gap Develop workforce planning document Step 1- Understand Development Needs Competencies Skills abilities required to perform the position Knowledge information required for the position Characteristics attitudes, personality factors or mental traits needed Step 1- Understand Development Needs Model for Effective Performance The individual s competencies The job s demands Effective specific actions or behaviors The organizational environment BALANCE Boyatzis (1982)

5 Step 1- Understand Development Needs Understanding Competencies Will Provide For? Clarifying effective & efficient performance requirements now & in the future Align skills with strategic direction Help organization become lean & mean Hire right people Any bad hires? Why??? Predict success of employees Step 1- Understand Development Needs Common Competencies Communication skills Customer service Leadership & management principles Creativity & innovation Multi tasking & time management Flexible, adaptable, innovative, creative Solve problems & make decisions Networking Comprehensive knowledge of the field 25 common competencies Step 1- Understand Development Needs

6 Step 1- Understand Development Needs End result of step 1: Understanding of what competencies are Understanding of the competency gaps within the organization Understanding of the development needs of the organization Understanding of how employees develop by level Develop plans for all levels in the organization only 10% do Succession Planning Steps Step 1 Understand Development Needs Step 2 Assess Job Demands & Performance Step 3 Build the Talent Pool Step 4 Facilitate Development Opportunities Step 2- Assess Job Demands & Performance Know where you are before determining where you are going Identify: Key positions Competencies needed for each position How individual performance will be appraised

7 Step 2- Assess Job Demands & Performance Key positions how to identify them Consequences of not filling a position Tasks or decisions put on hold Change in service levels Reduction in efficiency/effectiveness Look at organizational chart What is the unique function of the job? Why is a position so important? Key skills? Can your organization operate without this position? Step 2- Assess Job Demands & Performance Identify competencies for each job Job analysis Outline essential functions, roles, responsibilities What people are expected to do What the person actually does & what others think they should do Results in a job description & task inventory Example. Step 2- Assess Job Demands & Performance List duties, responsibilities, activities, essential functions in order of importance Approximate % of time devoted to each 1. % 2. % 3. % 4. % 5. %

8 Step 2- Assess Job Demands & Performance Example of competency based performance criteria Essential function Management Core Requirements = Communication Supervision Leadership Conflict Resolution Specific Responsibilities: CIP and Operating Budget Development Financial Analysis/Budget Monitoring Procurement Personnel Management Policy Development Virginia Beach Parks & Recreation Dept. Succession Planning Steps Step 1 Understand Development Needs Step 2 Assess Job Demands & Performance Step 3 Build the Talent Pool Step 4 Facilitate Development Opportunities Step 3- Build the Talent Pool Focus on all levels within organizations Laborers through CEO FT and PT Find your HiPos (High potentials) Capable of advancing 2 3 more levels Haven t reached a career plateau Exceed minimum job expectations Self actualizing ; committed to personal and professional improvement

9 Step 3- Build the Talent Pool Assess your HiPos Supervisor assessment based on competencies Self assessment 360 degree evaluation An example. Conflict Management Has high level of skill resolving differences & reaching agreement by maintaining a problem solving attitude Has adequate skill resolving differences & reaching agreement by maintaining a problem solving attitude Has little skill resolving differences & reaching agreement by maintaining a problem solving attitude Communication Skills Always asks & answers questions clearly; displays good understanding of questions; demeanor is highly professional & friendly Asks & answers most questions clearly; displays adequate understanding of questions; demeanor is generally professional Questions & answers not clearly stated; often does not understand questions; demeanor is often unprofessional & unfriendly Step 3- Build the Talent Pool Individual Development Plans Step 1: Identify potential job(s)/job level(s) ee wants Step 2: Discuss timeline Step 3: Discuss the competency gap Step 4: Set measurable learning objectives Step 5: Set strategies & ID resources to achieve objectives Resources: People, $, time, equipment Step 6: Est. how evidence of accomplishment is tracked

10 Programs that Work E-Map = Employee Mobility Achievement Program Step 3- Build the Talent Pool Advantages of growing your own Morale boosting Known quantity Retain institutional knowledge Cautions on growing your own No heir apparent Talent pools are built to hire from with no guarantees for promotion Monitor internal competition among staff Heavy load on training & development

11 Succession Planning Steps Step 1 Understand Development Needs Step 2 Assess Job Demands & Performance Step 3 Build the Talent Pool Step 4 Facilitate Development Opportunities Step 4 - Facilitate Development Opportunities Think about learning styles Generation Ages Attributes Learning Styles Silent Born before 1946 (62+) Baby Boomers (44-62) Generation X (31-43) Generation Y (18-30) Like hierarchy and order Comfortable with direct leadership Willing to climb the ladder patiently Difficult to adjust to change Believe in value of hard work Value democratic work environment View work groups as social groups Seek to change institutions Want to be cutting edge Willing to break the rules Adaptive to change and new technology Instant Generation Tech Savvy Limited employee loyalty Upward mobility- no wait High performance & high maintenance Value input, feedback and mentoring Auditory Data Monologue Visual Metaphors Dialogue Kinesthetic Sensory Stories Kinesthetic Sensory Stories Training Style Classroom Formal Quite Roundtable Relaxed Planned Unplanned Spontaneous Interactive Unplanned Interactive Fast Technology Management Style Control Authority Thinkers Cooperation Competency Doers Consensus Creativity Feelers Question others Collaborators Change agents Virtual problem solvers

12 Golf Coast Leadership Development Institute Program Mission To provide young and emerging professionals the knowledge, skills, and abilities necessary to grow and develop to embrace future challenges and leadership positions. Key Elements High quality speakers/education Low price $125 All inclusive (food, lodging and sessions) Local Intensive experience Small size Retreat like atmosphere Step 4 - Facilitate Development Opportunities Lunch and Learn Offered to all employees Leadership Topics Job Interview Skills Book discussions Good to Great (Collins) Getting to Yes (Fischer & Ury) P&R Mgmt University (M NCPPC) Immerse staff in operational issues Don t have to have P&R backgrounds Mentoring Programs Step 4 - Facilitate Development Opportunities Old Product Oriented Model Transfer of knowledge from senior to junior staff member I will teach what I know Setting up a mentoring program New Process Oriented Model Knowledge acquisition, application & critical reflection You will learn what you need to learn Supporting mentoring efforts

13 Types of mentoring One on One mentoring Traditional relationship Reverse mentoring Jack Welch (GE) Peer mentoring Often same level, experience & age IPRA Young Professionals Supervisory mentoring Often informal relationship Problems??? Types of mentoring Group mentoring Group of employees learn from 1 mentor Learning groups Mentor is the facilitator Group drives the learning agenda Distance mentoring Utilize technology to communicate E mail, chat room, IM PC/Web camera Discussion boards Transitional Leadership Igniting the Fire Within Rigorous application process Exceptional current job performance Completion of a basic leadership concepts course 3 references Memorandum of Understanding Purpose, commitment, intent to stay 12 months Classes 10 days intensive instruction 4 month experiential job assignment Stipend for completing the training

14 Thank you!!!! Amy R. Hurd, Ph.D., CPRP Cindy A. Curtis, CPRP Associate Professor Director Illinois State University City of Virginia Beach P&R McCormick Hall Courthouse Drive Normal, IL Building Virginia Beach, VA

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