1 University of Alberta Succession Planning for Management Staff at a Western Canadian Postsecondary Technical Institute 'JY Barbara Joan Cembrowski A thesis subrnitted to the Faculty of Graduate Studies and Research in partial fulfiilment of the requirements for the degree of Master of Education in Educationai Ad rninis tration Department of Educational Policy S tudies Edmonton, Alberta Fail 1997
2 National Library 1*1 of Canada Acquisitions and Bibliographie Services Bibliothèque nationale du Canada Acquisitions et services bibliographiques 395 Wellington Street 395. rue Wellington ûttawaon KIAOM Ottawa ON K1 A ON4 Canada Canada Yuur 6Jn Voire réléren~~ Our tiie Noire rëfbren~~ The author has granted a nonexclusive licence allowing the National Library of Canada to reproduce, loan, distribute or sell copies of this thesis in microform, paper or electronic fonnats. The author retains ownership of the copyright in this thesis. Neither the thesis nor substantial extracts fiom it may be printed or otherwise reproduced without the author's permission. L'auteur a accordé une licence non exclusive permettant à la Bibliothèque nationale du Canada de reproduire, prêter, distribuer ou vendre des copies de cette thèse sous la forme de microfiche/film, de reproduction sur papier ou sur format électronique. L'auteur conserve la propriété du droit d'auteur qui protège cette thèse. Ni la thèse ni des extraits substantiels de celle-ci ne doivent être imprimés ou autrement reproduits sans son autorisation.
3 Abstract This study examined the perceptions of management staff of their career development in a postsecondary technical institute. More specifically, forms of succession planning that would be most effective for helping management staff to progress to other positions within the technical institute were explorai. These forms of succession planning included (a) administrative intemship prograrn s, (b) emplo yee exchange prograrns, (c) forma1 training programs, (d) job rotation, (e) lateral job movements, (f) mentorship, and (g) secondments. The case study method was used to address the research question. Data were cokcted through sernistnictured interviews with nine management staff and then were analyzed deductively and inductively. The findings of the study indicated that management staff perceived the five most effective forms of succession planning to assist them in progressing within the technical institute to be (a) job rotation, (b) formal training programs, (c) mentorship, (d) secondments, and (e) administrative intemship programs. Recommendations are made regarding how leaders of the future ought to be trained in conjunction with changing environmental forces.
4 Ackoowledgements This study would not have been possible without the support and guidance of many special people: My advisor, Dr. Joe da Costa, who gave unselfishly of his knowledge, time, effort, and fiiendship; Dr. Mike Andrews, who offered his expertise and knowledge on the postsecondary educational environment; Professor Art Deane, who continuously offered his wisdom and kindness; and Professor Kay Devine, who offered feedback and support dong the way. The eight management staff at the Institute who gave of their time to share their expenences; the Institute, which gave me financial support, encouragement, and the time off to go to school and leam. My parents, who instilled in me the desire to leam; and to my husband, Rick, who reminded me to keep a balance in life and encouraged me to play during the time of this study.
5 Table of Contents Chap ter Page I. INTRODUCTION AND STATEMENT OF THE PROBLEM... 1 Furpose of the Study... 1 Identification of the Problem... 2 Research Problem... 2 Sub-Problems... 2 Researcher Beliefs... 3 Definition of Key Words... 4 Limitations and Delimitations... 4 Significance of the Study... 5 Organization of the Thesis REVTEW OF THE LITERATURE..., Lack of Research Succession Planning in Business... 9 Approaches to Replacing Management Staff Types of Learning Forms of Succession Planning Administrative Intemship Programs Employez Exchange Programs Formal Training Program s Job Rotation...., Lateral Job Movernen ts Mentorship Secondments Succession Planning in Secondary Education... 26
6 Chapter Page External Environmental Forces In temal Environ mental Forces Conceptual Framework Inputs...* Process and Influencing Environmental Forces Outputs Feedback Conclusion Summary RESEARCH METHOD... 37ed Research Problem Design Population and Sarnple Consent and Con fidentiality Data Collection Data Analysis Deductive Analysis Inductive Analysis Piiot S tudy Validity, Reliability, and Objectivity Validi ty Reliability Objectivity Summary
7 Chapter Page 4. FINDINGS Research Problem Sub-Problems Method......, Pilot S tudy Findings Deduetive Analy sis Perceptions of Personal Career Success Progression Training and Programs Job Movement Programs Job Progression Programs Inductive Analysis Main Study Findings Context Deductive Analysis Perceptions of Personal Career Success Progression Training and Prograrns Job Movement Programs Job Progression Programs Formal Training Programs The Trading of Positions Mentorship Effective Succession Planning hograms Inductive Anal y sis Fomal Training Experience Intrinsic Qualities
8 Chapter Page Other Factors Feedback Influencing Forces Extemal Environmental Forces Intenial Environmental Forces Summary DISCUSSION OF THE FINDINGS Relationship of the Literanire to the Pilot and Main Study Findings Perception of Personai Career Success Progression Training and Programs Job Movement Prograrns Job Progression Programs Administrative Intemship Programs Employee Exchange Programs Formai Training Programs Job Rotation Lateral Job Movements Mentorship Secondments Framework for Management Staff in Progressing to Other Positions Succession Planning Process Extemal Environmental Forces..., In temal Environ mental Forces Summary
9 Chapter Page 6. CONCLUSIONS. RECOMMENDATIONS. AND REFLECTIONS Overview of the S tudy Research Problem..., Sub Problems...,, Responses and Conclusions to the Research Question Sub-Problem , Sub-ProbIem 2...., Sub-Problern 3..., Sub-Problem Main Research Question Recomrnendations for Practice Recommendations for Theory Inputs Process...,., Outputs Extemal and Intemal Environmental Forces Feedback Conceptuai Framework Refiections REIFERENCES APPENDDÇ A: Invitation to Participate APPENDM B: Interview Schedule for Main Shidy APPENDIX C: Initial Draft of Pilot Interview Schedule APPENDIX D: Final Draft of Pilot Interview Schedule
10 List of Tables Table 1. Perceived Advantages and Disadvantages of Various Forms of Succession Planning (Pilot Sîudy) Demographics of Respondents in Main Study Perceived Advantages and Disadvantages of Various Forms of Succession Planning (Main Study)
11 List of figures Figure Page 1. Conceptual Framework for Succession Planning Framework for Management Staff in Progressing to Other Positions in the Institute (Pilot Study) Framework for Management Staff in Progressing to Other Positions in the Institute (Main Study) The Succession Planning Process Conceptuai Frarnework for Succession Planning From the Findings
12 c m ONE INTRODUCTION AND STATEMENT OF THE PROBLEM Burdett (1993) noted that a paradigm shift is emerging in the management process. This is triggered by competition creating the need for strategic partnerships, business cornplexity requiring management by teams, flatter, leaner organizations yielding fewer managers, and management development demanding individuals who understand the whole business not a single 23-24). In other words, the dynamics in organizations are changing to su~ve the alterations that are brought about by global competition, the "information age," technological advances, and the cornplexhies of doing business today. These changes affect the private and public sectors, including educational institutions. To remain cornpetitive requires a leadership capacity that can be enhanced by an organitation as it helps its people develop to face these challenges. The notion of succession phning centers on this notion of personnel development. According to Hall (1986), succession planning is defïned as identiqing, developing, and nurturing future leaders to candidate status through personal and task learning (p. 235). Its importance was stressed by Burdett (1993), who explained that the problem of recruiting talent in the future, ongoing retirement of talented managers, the high cost of recruitrnent and the challenge of team 23) reinforce the need for succession planning. ln this frame of reference, this study has explored succession planning at a postsecondary technical institution (hereafter refend to as the Imtitute) in Western Canada. Purpose of the Study The purpose of this research was to satiss my cunosity regarding how educators develop their careers in I postsecondary technical institutions. As a person coming from the private sector, I perceived career development as the structural
13 backbone of the culture. This meant that progression and advancement were an integral process tied to motivation, growth, and remuneration. As a management staff member in the private sector, my personal development was planned, progressive, and ongoing. However, now as a postsecondary technical educator, it was unclear to me how careers were developed for management staff in the educational sector. Therefore, it was perceived that career development in the corporate business culture was different fiom Career development in a postsecondary technical institutional culture. In addition, a question existed as to whether there were any structured and deliberate career development and succession planning strategies in place at postsecondary technical institutions. Identification of the Problem A critical issue arising in postsecondary institutions is the experience gap left by retiring key administrators and management staff. This has been exacerbateci by the downsizing of postsecondary institutions, eady retirement options, and an "older age cohort* of administrators. As a result, a notable volume of administrators in the " twilight stage" of their careers has been enticed to exit. This situation has brought to the forefront the lack of "succession planning" for these vacated positions and the ab sence of career developmen t for poten tial administrators. Research Problem The problern statement emerged as a result of informal observations of how management staff progress or do not progress in their careers. The focus of the research problem was to identify forms of succession planning perceived by management staff to be effective for career development at the Institute. Sub-ProbIems Emerging from the general research problem are four sub-questions. These include:
14 3 1. What factors do management staff perceive to have contributed to the success of their careers at the Institute? 2. Are management staff offered any special training or programs to assist them in progressing within the organization? 3. What programs would be helpful in assisting management staff to progress to other positions within the Institute? 4. What mechanisrns are seen to have potentid for helping management staff to progress to other positions within the Institute? Researcher Beiîefs It is expected that the development of succession planning at postsecondary technical institutions results in a "preparednessw for management staff to acquire different job positions through career development. This allows management staff opportunities to leam new skills and to understand the expectations of different job positions. Consequently, there is personal and organizational confidence in the people trained for future jobs. Spoor (1993) highlighted this point by stating that the linleknown Roops Thwry claims that motivated peuple pass their maximum contributions in a job between 18 and 30 months. When that happens the responsibilities of the position rnust change to avoid stagnation (p. 4). This point was further supported by McCaii and Lombardo (1983, cited in Hall, 1986), who stated that individuals should not be aliowed to spend their entire careers in one function. Leaming is created by moving people approxirnately every five years into areas demanding a different set of skiils. This is critical for successful executives (p. 262). 1 believe that succession planning is a means of continual learning and job movement, which nurtures quality performance. Given my beliefs, steps were taken to rninimize their effects during the collection and analysis of the data; these steps are outlined further in Chapter Three.
15 provided. Definition of Key Woràs To ensure clarity of terms used in the study, the following definitions are Succession planning. Succession planning refers to the self-identification or the identification of potential candidates by the organization of individuals who are interested in acquiring new skills and expenence for career progression and advancement within their institutions. Forms of succession olanniog. F om or the mechanisms of succession planning refer to the methods used to aquire new skiiis and knowledge for management staff to enable them to grow and progress in postsecondary institutions while advancing in their careers. These methods include, but are not lirnited to, administrative internship programs, employee exchange programs, formal training programs, job rotation, lateral job movements, mentorship, and secondments. Mana~ement staff. Managemeru staff includes managers and supervisors such as senior officials, deans, and team leaders of divisions and departments. Career development. Career developmenr is some fom of orderly job progression within an organization reflecting individual and institutional motivations and goals. It relies on professional development as a system to develop people's careers in orgmhtions. Limitations and Delimitations Eichelberger (1989) defined limitoron as 'an aspect of the research study that Iirnits the confidence the researcher would have in fulfilling the purpose of the 242). In reference to limitations, this study has limited generdizability because the participants were purposefully selected volunteers who were chosen on the bais of their career success within the Institute. It does, however, have the potential for transferability of the findings to other postsecondary educational settings. To assist the
16 reader in assessing the degree to which the findings transfer to other contexts, a description of the characteristics of the Institute related to succession planning is provided in Chapter Four. Eichelberger (1989) dso defined delimitizfïons as 'those modifications in the research procedure that the research made to increase the quality of the study. A delimitation is usuaüy made to decrease the error, or noise in a study" (p. 243). This investigation addressed only succession planning for management staff; the areas of academic staff and support staff were not addressed in the current study. However, some of the findings may also be applicable to these groups of individuals. Signif~cance of the Study The value of the study is fourfold. First, the study identifies potential research issues in an area that has been largely ignored by educational researchers. This could help to further career developrnent theory. Second, by proposing a mode1 on weer developrnent for management staff in a postsecondary technical institution, this study makes a contribution to literature because it offers a new perspective on the topic of career development. Third, by adapting a mode1 on succession planning, this study provides a different perspective for thinking about career planning. Finally, because this study deals with an issue of imminent concem, it shodd lead to different behaviors in educationd organizations, such as further incorporating the concept of succession planning at postsecondary technical institutions. It discusses an element of career development that requires immediate attention and that needs to be addressed in administrative policy for future planning. Orgadization of the Thesis The balance of this thesis is provided in five chapters. Chapter Two provides a review of the Literature on succession planning. Its focus is primarily on succession planning in the business sector; because of the lack of educational research in
17 6 succession planning, limited reference is made to educationai sources. Chapter Three descnbes the participants and the research method used to acquire and anaiyze the data. Chapter Four descnbes the findings, and Chapter Five provides a discussion of the findings in relation to the literature. Conclusions, recommendations, and personal refi ections are presented in the final chapter.
18 CaAPTER 'Iwo REVIEW OF 'ITE LITERATURE The literature review examines the forms of succession planning and their importance to career development for future administrators in postsecondary educational institutions. First, the review addresses the lack of educational research in the areas of career development and succession planning. Second, it draws on research and knowledge from business institutions that use the concepts of career development and succession planning in their organintions. Third, it explores various foms of succession planning (e.g., administrative internship programs, mentorship, and secondments). Fourth, it discusses how secondary education views and implements succession planning. Finaiiy, it discusses the extemal and intemal environmental influences that surround succession planning in education and the effects that these have on the succession planning process today. Lack of Research To begin with, there is a "gap" or lack of research in the area of career development for educators. Also, the topic of succession planning in postsecondary institutions is given f a too little attention in educational theory and practice. Lamarre and Umpleby (1991) claimed that the authors Greenfield (1984) and Sagaria (1986) agreed that 'too little research has been conducted on the study of careers in education" (p. 2). For example, Sagaria believed that the careers of midlevel administrators are largely unexplored and that iittle is actually known about career opportunities for these individuals in higher-education organizations (p. 8). In addition, Green field (1 984) stated that ' recruitmen t, selection, training, and career and professional developmen t practices in education have not been systematicaiiy studied and do not appear to be well articulated in practice" (p. 33); thus emerges the suggestion that the concept of career development is new to education. Furthermore, Daresh (1986) claimed that with early
19 school administrator retirements, fewer people entering the profession, and an increase in student enroiiment, more needs to be done in the professional development and preparation of school principals (p. 1). Specifically, Anderson (1989) expressed the concern that during the 1990s 'nearly 60 percent of ail current principals in the United States wili retire.... Unfominately, the means by which American principals are trained and selected are often ill-suited to the development and employment of outstanding 6). As a result, there is a lack of knowledge in preparing potential principals for the challenges of educationai leadership. Secondly, Miklos (1988), echoing DeFrahn (l974), Glover (IWO), Hamm (1964), Kelsey and Leuillier (1978), and Stapley (1958), stated that one of the major discrepancies between ideai and actuaî practice in selection policies and procedures is the lack of written policy or explicitly stated procedures. Results of surveys have reveaied that only a minority of districts have written policies or planned programs for identimng and selecting administrators. (p. 54) Thirdly, Miklos (l988), in sharing the perspectives of Chisholm (l98o), DeFrahn (l974), Kahl (l98o), and Storlein (l983), stated that researchers have aiso criticized the low priority and limited resources ailociltecl to recniitment and sekction, the limited preparation and planning for both activities, the restricted involvement in the process, and the extensive reliance on interviews during the assessrnent of candidates. (p. 54) In the postsecondary arena, Lutz (1979) indicated that the search and screening processes for deans ne& to be reexamined and improved (p. 261). In addition, Porter (1982) asserted that the selection of university presidents has no common formula as to its mechanics and specific procedures. There seems to be no disposition to seek 54). On the subject of leadership development opportunities in higher education, Fisher (1987) commented that 'while substantial progress has been made in implementing professional and leadership development opportunities, empirical evidence of the effectiveness and value of the programs continues to elude researchers,
20 primarily because those qualities are so difficult to assessw (p. 423). Again, this hirther emphasizes the lack of research and howledge on this topic. Succession Planning in Business Because there is a Iack of educational research and knowledge in the area of career development in the postsecondary educational arena, the need to refer to other types of organizations is essential. For example, in corporate business organizations, mreer development is the structural backbone of their cultures. This means that the progression and advancement of employees is a built-in process that is tied to motivation, growth, and remuneration. Therefore, reviewing literature in business organizations allows for an understanding of their framework in succession planning. In this way, parailels can be drawn and can be applied to postsecondary educationai institutions. To begin with, Spoor (1993) explained succession planning by stating that an organization's succession plan identifies individuals who either possess or are in the process of acquiring the requisite key skills and experience for effective performance in a particular position. Most plans also provide a means to identify candidate development and training needs, as well as each person's estimated state of readiness for a specific position. (p. 4) Also, Spoor believed that operating without a ment and basic succession plan no longer is acceptable for organizations cornmitted to su~val in today 's environment. Succession planning must be a part of integrated strategic planning activities for both HR (Human Resources) and line management (p. 4). On the other hand, Rhodes (1988) explainai succession planning by its impact over the past few decades. He clairned that succession planning came of age in the late 1960s and early 1970s, when leading-edge companies adopted formai succession planning methods that included assessing the performance and potential of a group of taiented employees, planning their movement through the organization, and establishing detailed developrnental plans. The late 1970s brought widespread acceptance of the notion that companies should define specific executive developmental plans for developmental purposes. The
21 1980s provided the software to manage the huge amount of data accurnulated for succession planning. The 1990s, however, are likely to bring nothing but trouble. (p. 62) In this frame of reference, Rhodes cnticized 'succession and executive development programs on the bais that they cover too many people, rely on tw much data, focus on too many objectives, and rarely produce adequate results for the time and effort 62). Even though there was disagreement between Spoor (1993) and Rhodes (1988) regarding succession planning, it reinforces the complexity and importance of careful strate& planning within organizations if this process is to work. S p r and Rhodes emphasized the importance of keephg the plan simple. In this frame of reference, Spoor and Rhodes agreed that succession planning must be usable and manageable. Spoor claimed that it is necessary to "keep the plan clear and simple fkom the 4); similarly, Rhodes claimed that succession planning must be viewed and structureci as a strategic and tactical process. That means it cannot be cumbersorne, slow and focused on hypothetical situations. Rather, it must be forward looking, flexible, lean, decisive and results-onented (p. 64). In addition, Walker (1992) pointed out that "management succession and development planning is difficult to implernent. A survey by Sibson and Company, Consultants, showed that many companies do not have comprehensive processes for this purpose* (p. 223). The Sibson and Company Perspectives report (1990, cited in WaUcer, 1992) claimed that companies have failed to commit themselves at the most senior management levels to carefûiiy examine the way they recniit, select, develop, and promote their future leaders.... Many companies have fded to gather the nght leaders, in large part due to their inability to develop effective succession planning systems. The result has been a talent drain and subpar performance at the highest Ievels of their organizations at time when critical business challenges are facing virtually all companies. (p. 223) Walker further wntended that
22 the key factors in implementing the process are policies and systems that wiii make succession planhg part of the ongoing management process, and attitude shifts in support of developmentd objectives. Tools need to be practical and results-oriented, tailored to fit the style of management and characteristics of the organization. (p. 223) Walker's contention summarued the difficulty of implernenting worthwhile succession plans that are pertinent and fit with the needs of the organization. Therefore, it is important to understand the concept of succession planning so that the organization does not get lost in its process. Hall (1986) further added to Waiker's concerns of working with succession plans by stating that even though time is spent in developing succession plans, top executives don't pay attention to them because these individuals have come through the ranks of engineering or finance and are accustomed to working with quantitative, objective data. They are not cornfortable with more subjective evaluations of people that are contained in management reviews and reviews tend to be discounted (p. 237). In addition, Hall identified another probtem in working with succession plans. He said that top management often lack the confidence about the kinds of executive skills that the organization will require in the future. Therefore, there is the problem of comrnitting major human resources to the strategic plan ( p. 238). Finaiiy, Hall (1986) was dso concemed with the issue that top management consciously attempt to identiw the skills executives wili need in the future and in this process they select successon in their own image (p. 239). Argyris (1954) found that top executives tended to systematically recruit and promote a "right" type of person, one similar to their own persona1 style (p. 71). Therefore, Hall concluded this point by stating that information generated by the succession plan on the type of skills required to take the organization forward in the future may be different by present executives and may be ignored because it doesn' t fit with the present style of 239).
23 12 Approaches to Replacing Management Staff According to HaU (1986) and W&er (1992), there are basically three different rnethods used in replacing management staff. These include (a) a one-position staffïng replacement planning, and (c) succession planning. Hall descnbed the one-position sffig approach as a method that is a reactive response to departures, retirements, and disabilities, and deaths. In other words, staffing is done for individual positions at the time they are vacant and it answers the question 'how can we find the best qualified individual for this particular job?" There is Iittle concem for developing the candidate because there is no time to do so. He or she must be ready now to meet the demands of this higher-level position. The specific difficulties in this stage are (a) how do we select from a number of talenteci but unprepared people? and (b) how do we get the person we want to accept this position? (p. 236). As a result, this process has its limitations because it is reactive rather than proactive in resolving the need of replacing management staff in the organization. Hall (1986) explained the second method or replacement planning as a process by which 'senior executives periodically review their top executives and those in the next-lower echelon and agree on two or three backups for each senior dot" (p. 236). Walker (1992) stated that "replacement planning implies continuity of requirements; incumbents will be replaced by individuals with sirnilar skiils and 224). Hall identified this lack of objectivity as a major drawback to the process by claiming that replacement planning is often done subjectively, without establishing clear job descriptions because back-ups are selected by a team of executives who have 'grown-up" in the organization together. They may corne to tacit agreement about the qualifications of candidates, however, the agreement may never be tested against relevant ski11 criteria. The problem is that a limited number of individuals constitute the pool of potential applicants and the 'talent is thin." Not enough people have been
DOCUMENT RESUME ED 420 219 HE 031 259 AUTHOR Cembrowski, Barbara Joan; da Costa, Jose L. TITLE Succession Planning for Management Staff at a Western Canadian Postsecondary Technical Institute. PUB DATE
Succession Planning & Career Management: Are Community Colleges Planning for the Future? Winning leaders build winning organizations by developing other leaders. Noel Tichy Dr. Penne Prigge Dean Humanities/Social
Crosswalk of the New Colorado Principal Standards (proposed by State Council on Educator Effectiveness) with the Equivalent in the Performance Based Principal Licensure Standards (current principal standards)
Career Management & Succession Planning Dr. Oyewole O. Sarumi Scope of Discourse Introduction/Background Definitions of Terms: Career, Career Path, Career Planning, Career Management. The Career Development
Individual Development Planning (IDP) Prepared for Commerce Employees U.S. Department of Commerce Office of Human Resources Management Table of Contents Introduction / Benefits of Career Planning 1 Your
Succession Planning: Developing Your Bench Strength Presented By: Michelle McCall, Managing Principal, IMG Agenda The Business Case for Succession Planning The Wedding: Succession Planning meets Leadership
CESAER Task Force Human Resources Leadership and leadership development in academia June 2014 The main authors of the paper are Dr. Cecilia Hahn Berg and Cecilia Järbur, Chalmers University of Technology
SUCCESSION PLANNING Susan A. Henry May 2012 Introductions Who we are What are your expectations for the day Naming of a Scribe for the Day Workshop Objectives To understand your role in succession planning.
Agenda Strategic Succession Planning: Building Your Bench Strength The Business Case for Succession Planning The Wedding: Succession Planning meets Leadership Development Top 10 Ideas for Building Your
Career Development and Succession Planning Changing Landscape of HR 2012 Conference Overview Career Development Program Succession Planning Process Benefits Reduced organizational risk. Increased productivity.
Key concepts for working with the Role Behavior Analysis The Role Behavior Analysis (RBA), the companion instrument to the Personal Profile System (PPS), uses specific DiSC behavioral statements for defining,
Section Three: Ohio Standards for Principals 1 Principals help create a shared vision and clear goals for their schools and ensure continuous progress toward achieving the goals. Principals lead the process
TRAINING NEEDS ANALYSIS WHAT IS A NEEDS ANALYSIS? It is a systematic means of determining what training programs are needed. Specifically, when you conduct a needs analysis, you Gather facts about training
DEPARTMENT OF OF HUMAN RESOURCES Career Planning and Succession Management Resources CONTENTS: ASSESSMENT TOOLS... 3 Work Personality Index (WPI)... 3 Myers Briggs Type Indicator (MBTI)... 3 Multiple Perspective
Leadership Development Program (Level I and Level II) PR O GR A M OV ER V IE W Our Leadership Development Programs (LDP Level I and Level II) are designed to address the development needs of managers and
Would I Follow Me? An Introduction to Management Leadership in the Workplace This dynamic program clearly shows the right and wrong ways to deal with the very important human dimension of team performance.
Performance Management Consultancy Facilitating performance improvements through an effective performance management process What are the challenges? While every organisation has performance management
DEVELOPING AN INTEGRATED TALENT MANAGEMENT PROGRAM A Human Resource Management Framework HR POLICY AND PLANNING DIVISION HUMAN RESOURCE BRANCH Public Service Secretariat April, 2008 Government of Newfoundland
The TrainingFolks Approach The importance of superior management, leadership and interpersonal skills are critical to both individual and organizational success. It is also critical to apply these skills
1 Executive Onboarding Reward vs. Risk Gerard F. McDonough and Becky Choi, J.D. LEADFIRST LEARNING SYSTEMS, LLC Challenging Transitions It would seem that as professionals become more advanced in their
State of Washington Guide to Developing Succession Programs Updated November 2008 Page 1 of 9 Introduction The purpose of succession planning is to develop a pool of internal candidates for future vacancies.
5 PERFORMANCE MANAGEMENT 59 CHAPTER 5 1. INTRODUCTION As a result of the continual change brought about by the dynamic business landscape, companies have been evolving their performance management systems
IC Performance Standards Final Version 1 23 April 2009 1 TABLE OF CONTENTS BACKGROUND... 3 OCCUPATIONAL STRUCTURE... 4 PERFORMANCE ELEMENT CONTENT MODELS... 7 Professional and Technician/Administrative
University of Southern California Price School of Public Policy Master of Health Administration residency guidebook USC Price School of Public Policy, Graduate Programs in Health Administration 650 Childs
07-Norton-45524.qxd 3/20/2008 2:07 PM Page 194 CHAPTER 7 The Staff Development and Performance Evaluation Processes Learning Objectives After reading this chapter, you will be able to Describe the importance
The Individual Development Plan General Guidelines for Charting your Career Path Table of Contents Introduction 1 What Is an IDP? 1 When to Prepare an IDP 2 What s in an IDP..2 Competencies....3 Responsibilities
What s On the Minds of HR Directors? Neil Reichenberg Executive Director International Public Management Association for Human Resources The International Public Management Association for Human Resources
Ottawa Public Library s Talent Plan: Succession and Leadership Planning Barbara Clubb City Librarian & CEO, Ottawa Public Library Barbara.Clubb@BiblioOttawaLibrary.ca 1 Ottawa Public Library: an amalgamated
HOW TO PREPARE FOR THE SENIOR EXECUTIVE SERVICE A DEPARTMENT OF THE NAVY HANDBOOK Published in 2012 Deputy Assistant Secretary of the Navy (Civilian Human Resources) and the Executive Diversity Advisory
SUCCESSION PLANNING and LEADERSHIP DEVELOPMENT TOOLKIT April 2015 CONTENTS 1 Succession planning 3 What is succession planning? Succession planning process Leadership development 4 What is leadership development?
Integrating HR & Talent Management Processes Using Competency Assessment Technology to Attract, Develop, and Retain Talent Succession Planning Human Resource Development Competencies Critical characteristics
SUCCESSION PLANNING AND MANAGEMENT GUIDE HR POLICY AND PLANNING DIVISION HUMAN RESOURCE BRANCH Public Service Secretariat April, 2008 Government of Newfoundland and Labrador P.O. Box 8700 St. John s Newfoundland
Succession Planning and Career Development Succession Planning and Career Development All trademarks are the property of their respective owners. IAAP claims no ownership interest in the trademarks. Table
Mentoring in Construction Engineering Firms Nice Sophia Antipolice University, France Abstract. Mentoring is a relationship between a senior, experienced mentor and a young, less experienced protégé for
Change Management Is A Behavioral Competency You Can Develop Hinda K. Sterling Herbert L. Selesnick & Sterling Selesnick, INC Change Management Is A Behavioral Competency You Can Develop This article is
SUCCESSION PLANNING FOR NURSING LEADERSHIP The need Today s nurses need to plan well in advance for the next stage of leadership in the profession. This is especially important now as the majority of nurses
u Field Experience Handbook for Supervising Library Media Teacher or Teacher Librarian Revised 2010 Dear Supervising Teacher Librarian: Thank you for your willingness to have a student perform fieldwork
Mentoring University Students Mellon Academic Mentoring Support Project Cusanovich and Gilliland state that a mentoring relationship involves professors acting as close, trusted, and experienced colleagues
USDA Virtual University School of Talent Management Leadership Essentials Certificate Program Leadership Competency Self Assessment Building Blocks for Workforce Development Based on OPM Competencies Updated:
TH E INDIVIDUAL DEVELOPMENT PLAN G U ID E General Guidelines for Charting Your Career Path Wildland Fire Leadership Development Program April 2010 TABLE OF CONTENTS Credits... ii Introduction... 1 What
BC Public Service Competencies Competencies that support LEADING PEOPLE For Executive and Directors: Motivating for Peak Performance Motivating for peak performance involves knowledge and skills in using
Contents: UNIVERSITY OF ROCHESTER William E. Simon Graduate School of Business Administration Proposal for a Clinical Faculty Track 1. Rationale and Objectives of the Proposal 2. The Simon School Mission
Education Administrator, Director and Principal Careers, Jobs, and Employment Information Career and Job Highlights for Education Administrators Qualifications such a master s or doctoral degree and experience
Strategic Aspects Of The Importance Of Employee Management Dean R. Manna, (Email: firstname.lastname@example.org), Robert Morris University INTRODUCTION Emerging Importance Of Employee Management A ccording to the Herman
old each printed sheet in half lengthwise. The left side of the document will list the term and the right side will list the definition. Tape or MU 5: Training and evelopment 360-degree feedback INITIN
A Teaching Mentorship Program to Facilitate Excellence in Teaching and Learning Lynda Slimmer, PhD, RN Associate Professor and Associate Department Head University of Illinois at Chicago College of Nursing
State of Washington Supervisors Guide to Developing Operational Workforce Plans Updated December 2008 Table of Contents Introduction... 3 What Is Workforce Planning?... 3 Workforce Planning Strategy Areas...
HOW TO RETAIN HIGH-PERFORMANCE EMPLOYEES Beverly Kaye and Sharon Jordan-Evans Abstract: Keeping high-performing employees has become a top priority for today s organizations. A two-year study by the authors
State of Washington Guide to Developing Strategic Workforce Plans Updated December 2008 Table of Contents Introduction... 3 What Is Workforce Planning?... 3 Workforce Planning Strategy Areas... 4 Strategic
Unit Plan for Assessing and Improving Student Learning in Degree Programs Unit: Social Work Date: May 15, 2008 Unit Head Approval: Section 1: Past Assessment Results MSW Program The School of Social Work
1 OPM LEADERSHIP DEVELOPMENT MATRIX: The following Leadership Development Matrix is part of OPM s Effective Learning Interventions for Developing ECQs report. The Matrix lists a range of leadership development
viapeople Insight - Whitepaper The 360 Degree Feedback Advantage How this powerful process can change your organization Karen N. Caruso, Ph.D. Amanda Seidler, Ph.D. The 360 Degree Feedback Advantage Champions
Performance Management Guide For Managers This guide applies to employees who are not covered by a collective bargaining agreement or for whom the agreement contains no provision regarding this subject.
A MODEL FOR COMMUNITY-BASED YOUTH LEADERSHIP DEVELOPMENT Program Purpose and Goals Susan Doherty Effective Communities Project The purpose of this model program is to develop the knowledge, skills, and
Organizational Culture Why Does It Matter? Presented to the Symposium on International Safeguards International Atomic Energy Agency Vienna, Austria November 3, 2010 IAEA-CN-184/315 Kenneth Desson Pentor
A study by the Society for Human Resource Management and WSJ.com/ Careers Critical Skills Needs and Resources for the Changing Workforce Keeping Skills Competitive Critical Skills Needs and Resources for
Financial Services POINT OF VIEW THE SUSTAINABLE WAY TO GROW WHAT WEALTH MANAGERS CAN LEARN FROM OTHER PROFESSIONAL SERVICES AUTHOR Philippe Bongrand, Partner Wealth Management is a professional services
FBISD Performance Management Playbook Table of Contents Table of Contents. 2 Introduction... 3 Layers of Performance 3 The FBISD Performance Cycle... 4 Components of the FBISD Performance Cycle.. 4 Performance
Unit 3: Planning for self-development in customer service Introduction Through this unit you will evaluate customer service that you have received and delivered and identify areas for improvement and further
Professional Staff Career Development at UTAS Guidance & Resources to Help You Actively Manage Your Career Human Resources Career.Development@utas.edu.au Professional Staff Career Development @ UTAS Continuous
1 Knowledge Transfer Campaign A Concept Note Civil Service Bureau of Georgia Civil Service Reform and Development Department 2 Knowledge Transfer Campaign in Public Agencies of Georgia Aim of the KTC Knowledge
Promotion, Transfer and Termination attachment one Developing and Implementing Succession Plans Contents WGEA Tool: Developing Succession Plans 3 Introduction 3 Developing and Implementing Succession Plans
The University of Toledo College of Medicine and Life Sciences Faculty Tracks for Academic Rank and Criteria for Promotion Faculty Tracks for Academic Rank. There are six tracks for full-time and part-time
OCCUPATIONAL STANDARD (For use in the development of supply chain related job descriptions, performance evaluations, career development plans, etc.) Description of Position (As defined by the CSCSC Stakeholder
Leadership Studies, Ph.D. School of Leadership and Education Sciences University of San Diego 2014 Exit Survey Results This report was prepared by the USD-SOLES Office of Assessment on October 6, 2014.
1 In Pursuit of Excellence and Equity Gevirtz Graduate School of Education Strategic Plan 2007 2012 The Gevirtz Graduate School of Education is one of five colleges at the University of California, Santa
Status: Approved Custodian: Human Resources Directorate Date Approved: 2013-07-17 Decision number: SAQA 14100/13 Implementation date: 2013-07-18 Due for review: 2016-07-16 File number Page 1 of 6 Contents
HANDBOOK FOR MANAGERS/SUPERVISORS OF PROFESSIONAL/GENERAL STAFF Section 1: Managing and Developing People at CSU... 3 Section 2: People Management, the Broad Structure... 3 Section 3: Principles... 4 Section
FYI LEADERSHIP Coaching - A General Overview Revised: March 2014 Summary: This FYI discusses: (1) the benefits of executive and management coaching, (2) the advantages of internal vs. external coaching,
IMPLEMENTING A SUCCESSFUL MENTOR PROGRAM IN YOUR ORGANIZATION Stuart Karasik, Ph.D. Training Program Manager City of San Diego Public Utilities Department 5510 Kiowa Drive La Mesa, CA 91942 ABSTRACT Over
Get to Know My RE Observe Collect Evidence Mentor Moments Reflect Review Respond Tailor Support Provide Provide specific feedback specific Feedback What does my RE need? Practice Habits Of Mind Share Data
2009-2010 Annual Program Review History 7-12 2010 History Education Program Review Committee: Nancy Dye, Social Studies Coordinating Teacher, CMCSS Stacie Dunn, Social Studies teacher, Rossview High School,
UNC Leadership Survey 2014: How to Accelerate Leadership Development By: UNC Executive Development & Human Capital Institute Website: www.execdev.unc.edu Phone: 1.800.862.3932 Email: email@example.com Executive
Faculty Performance Appraisal System Akamai University A. University Position Statement Akamai faculty supervisors and the administration conduct periodic performance appraisals of all members of the faculty
Workforce Services Succession Planning Developing Georgia s Future Leaders Objectives Today s session will provide foundational information related to a basic succession planning model. At the end of the
Superior Sales Management The Pivotal Skill The success of a company is based on many things, but there is no more important job than that of the sales manager. It is the pivotal position in any company
Organizational Leadership Terminal Learning Objective: Understand how selective elements of organizational leadership develop, manages and assesses agency effectiveness. Everything an organization does
Competency Exceptional Above Meets Partially Meets Overview of Ratings TRANSFORMATIVE work. In addition to exceeding performance goals, the organization (department, unit or program) is fundamentally better
The City of Minneapolis Approach to Performance Management Table of Contents Purpose and Introduction... 1 Performance Management Process Overview.. 3 Planning Performance.... 4 Monitoring Performance..
DEPARTMENT OF EDUCATIONAL LEADERSHIP, COUNSELING, AND POSTSECONDARY EDUCATION STUDENT OUTCOMES, COMPETENCIES, AND METHODS OF ASSESSMENT SCHOOL AND MENTAL HEALTH COUNSELING I. Departmental Philosophy The
Performance Appraisal and it s Effectiveness in Modern Business Scenarios Punam Singh* *Assistant Professor, Department of Social Work, Sardar Patel University, Vallabh Vidhyanagar, Anand, Gujarat, INDIA.
CORPORATE LEADERSHIP COUNCIL DECEMBER 2004 www.corporateleadershipcouncil.com LITERATURE The Use of Competencies in Performance Management Programs Finding 1: Research in 2004 indicates that approximately
Recruiting for Diversity Recruiting for Diversity Why is diversity recruitment important? Not only is diversity recruitment the right thing to do, it is the smart thing to do. Where there is a University
GEORGIA STANDARDS FOR THE APPROVAL OF PROFESSIONAL EDUCATION UNITS AND EDUCATOR PREPARATION PROGRAMS (Effective 9/01/08) Kelly Henson Executive Secretary Table of Contents Standard 1: Candidate Knowledge,