Lessons Learned in the Development of a Succession Planning Program for Virginia Tech

Transcription

1 Talent Development Lessons Learned in the Development of a Succession Planning Program for Virginia Tech University Organizational and Professional Development

2 Abstract Corporations as well as other universities are facing this same crisis. In the age of growing capital and technical advancements, gains will be made by those who find ways to attract, engage, and retain the top talent within their respective organizations. Succession management is a concept that has not been practiced in many universities. Virginia Tech, therefore, is in a unique positions to become a leader in the field as we work to build, implement, and integrate, a formal succession management program. 2

3 Abstract (Continued) Our leaders and managers of today need to be better equipped to face the workforce challenges that lay ahead of them. As changes occur within our organizational structure, our new leader s challenges will be greater, the speed will be faster, there will be greater competition, and a call for greater accountability. To meet this challenge Virginia Tech has created a succession planning program and will share lessons learned in the implementation ti of the program. 3

4 Virginia Tech s Leadership Pipeline With retirements at Virginia Tech projected at a higher percentage over the next six years than in the past, the recruitment of new employees and the development of current employees will be critical. Through theofficeof University Organizational and Professional Development (UOPD), the university has developed a talent management program that will serve the university. 4

5 Description of Executive Development Institute The Executive Development Institute (EDI) is a seven (7) month intensive development program designed to foster a culture that nurtures the next generation of leadership at Virginia Tech. It creates a common leadership culture, enhances diversity and sustains a positive momentum toward the institution s strategic initiatives. 5

6 Executive Development Institute Twenty two scholars were accepted into the cohort with representation from all departments and colleges. Scholars titles ranged from assistant/associate vice president, director, assistant director, to assistant/associate dean, assistant/associate department chair and department chair 6

7 Program Objectives Develop a clear vision of leadership strengths and developmental needs Provide learning opportunities at all levelsl of the university in a structured, comprehensive and deliberate manner Plan for the succession of our management team, focusing initially on those identified as critical positions with potential for turnover within two years 7

8 Program Objectives (continued) Develop bench strength internally to prepare future leaders Hone specific skills in key areas Build a network of colleagues and support Improve the quality of leadership within specific units and at Virginia Tech 8

9 Program pre-work September 2009 Pre-readings Online 360 feedback forms Program onsite November 2009 Two (2) days of course work focused on Leadership and the Individual Program distance education December 2009 January 2010 Individual Development Plan Action Learning Case Study Program onsite February 2010 Two (2) days of course work focused on the Organization Program distance education March April 2010 Individual Development Plan Action Learning Case Study Program onsite April 2010 Two (2) days of course work focused on the Organization Program close out & graduation May 2010 Focus on the Community and Action Learning Case Study Presentations 9

10 Action Learning Case Study Teams Action Learning Teams are composed of four to five current scholars in the Executive Development Institute. The goal is to allow the participants an opportunity to grapple with important challenges and opportunities specific to Higher Education and the various issues faced. They learned to apply analytical tools and formal knowledge to specific challenges associated with human resources, communications, or finances by focusing on a recent issue and developing a case study. 10

11 Mentoring Phase This mentoring process is designed to foster this interaction of professional development and provide the accountability of intentionally identifying mentors for the scholar. The mentoring phase will extend over the course of seven (7) months or 20 hours beginning in August The focus should be to achieve the goals that the scholars identify with their supervisor. 11

12 Challenges to Developing EDI Buy in at all Levels of the University Intensive on-site Course work Limited funds to build program Judging the Appropriate p workload Several Challenges had to be addressed to create an effective and rewarding experience for the scholars. Ongoing Coaching & Feedback 12 Creating Functioning Inorganic Teams Significant Distance Learning Required

13 Lessons Learned Lesson 1: It is possible to create a significant, multifaceted learning experience for a diverse group of executive leaders. Lesson 2: In an academic environment the term succession planning must be defined and the term talent development is preferred. Lesson 3: Distance learning can be a significant tool to capitalize on learning using very cost effective strategies. Lesson 4: Program dates need to be spread out more. Three days for two onsite can be intense for full time employees. Lesson 5: Participants supervisors need to be supportive of the program to allow for time away from work and scholar commitment. 13

14 14 Questions?